chapter2 认知理论.pptVIP

Chapter 2 cognitive development 赵玉芳 Why do children seem to struggle at certain level for months, and then show a big jump in performance over a couple of weeks? What can teachers do to hasten these jumps in performance? Why do some children at a certain age pick up skills easily while others work hard but just do not get it? Why do children who have picked up a skill in one area have trouble doing similar tasks in other areas? If you want to be an expert teacher, you must know about your students, including the cognitive development of them, and know how to deal with your students. In fact, it’s your students who make you become an expert teacher. 一、cognitive development The importance of cognitive development to teachers: (1)know what level of cognitive development of most students (2)make plan of lesson, activities, and assessment (3) motivate students (4) daily management （一）maturation(成熟) versus learning 1. maturation Maturation is any relatively permanent change—be it cognitive, emotional, or physical---that occurs as a result of biological aging, regardless of personal experience. (happen automatically) （一）maturation versus learning Maturation is preprogrammed---that is, it occurs regardless of the interactions a child has with the environment. one can’t do what he is not biologically old enough to do. Give example of maturation （一）maturation versus learning 2.learning Learning is any relatively permanent change in thought or behavior that occurs as a result of experience.-----not preprogrammed Indeed, learning is what education is all about. （一）maturation versus learning 3. maturation, learning, and the combination of the two can push cognitive ability develop As a teacher, you need know what kind of ability depend on maturation, and what kind of ability depend on experience. （一）maturation versus learning For example, when you meet a L-D student , you need to know where the problem is: experience or cognitive ability. （二）canalization（通达力）: a