皮亚杰关于学前儿童科学概念、客体关系认识发展的研究及教育启示

Piaget’s Research on the Cognitive Development of Scientific Concepts and Object Relationships of Preschool Children and Educational Implications

在皮亚杰的“发生认识论”研究中,涉及大量有关儿童科学概念与关系认识的研究。根据这些研究,皮亚杰提出:认识起源于主客体间基于“活动”这一中介物而产生的相互作用。具体来看,感知运动阶段是婴幼儿科学概念发展的“奠基时期”,但未产生外显的科学概念。同时,他们开始能认识到自己的行为与客体间的关系,但未达到因果联系的水平。到了前运算阶段,幼儿的概念水平达到“前概念”阶段,其概念的使用不受时空限制,并开始思考因果关系的问题,但由于思维不具备可逆性,其因果关系的理解带有更多主观性。皮亚杰的这些研究对我国学前儿童科学教育的启示在于:在教育活动设计方面要考虑幼儿所处认知阶段;在教学目标定位上重新审视与合理把握“最近发展区”;在教学内容上重视幼儿经验积累的广泛性与代表性;在教学方法上强调幼儿“活动”或“操作”的重要性;在幼儿指导上要理解其认知发展特点,引导他们回归“理性”;在教学组织上顺应科学自身的学科特色,杜绝“无效合作”学习。

The research of Piaget’s genetic epistemology involves a large number of studies on children’s understanding of scientific concepts and relationships.According to these studies,Piaget proposed that cognition originates from the interaction between subject and object based on the mediator of"activity".Specifically,perceptual motor stage is the"foundation period"for the development of scientific concepts in infants and young children,but it does not produce explicit scientific concept.At the same time,they begin to recognize the relationship between their behaviors and the object,but do not reach the level of causality.At the pre-operation stage,children’s conceptual level reaches the"pre-concept"stage.At this stage,the use of concept is not limited by time and space,and they begin to think about causality.However,because their thinking is not reversible,their understanding of causality is more subjective.The implications of Piaget’s research on the science education of preschool children in China lies in:teachers should consider the cognitive stage of children in the design of educational activities,re-examine and reasonably grasp"the zone of proximal development"in the orientation of teaching objectives,pay attention to the universality and representativeness of children’s experience accumulation in teaching content,emphasize the importance of children’s"activity"or"operation"in teaching methods,and comply with the discipline characteristics of science itself in teaching organization to avoid"ineffective cooperative"learning.