2012 教育心理学论述题（2012 educational psychology）.docVIP

2012 教育心理学论述题（2012 educational psychology） Exposition 1, (second) discuss the dialectical relation between cognitive development and teaching. (1) cognitive development restricts the content and method of teaching According to Piagets theory of cognitive development stage, in the school teaching, the teaching of each subject should study how to adapt to the stage of students intellectual development and put forward appropriate goals. (2) teaching promotes students cognitive development Piagets research stops at the cognitive development stage of children without special training, but ignores the influence of special teaching. The research of Bruner and others shows that in teaching, on the one hand, children should be educated according to their psychological development level; on the other hand, childrens cognitive development should be promoted through carefully organized teaching contents and methods. (3) Viggo J Ki put forward the famous theory of Recent Development Zone, which holds that teaching creates the nearest development zone. The zone of proximal development refers to the difference between the level of problem solving and the level of problem solving that can be achieved by the help of an adult under the guidance of a child. The zone of proximal development illustrates the possibility of child development. Viggo J Ki stressed that teaching can be defined as artificial development, teaching can not only adapt to the existing level of childrens development, but should adapt to the Recent Development Zone, that is, teaching should be in the development of the front.. 2, (third) discuss the main content of Bruners cognitive discovery learning theory. First, the view of learning. (1) the theory of cognitive growth and representation, in the process of cognitive growth, individuals should go through three different stages of representation: action representation, image representation, and symbolic representation (2) the essence of learning is the formation o