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学前教育中的教学(这里的教学是广义的)与儿童发展之间的关系,不仅是一个有趣的理论问题,也是一个迫 ,切需要解决的实际问题。皮亚杰的发展理论认为,学习要从属于儿童的发展水平,否则儿童就难以同化新知识,达不到教学目的。如果教育者不遵循儿童的发展规律,盲目追求价值和知识的传递,试图以此来加速儿童的发展,最终必然使儿童难以构建应有的认知结构,造成学习困难,同时也会扼杀他们的创造性。而维果茨基则认为,“教学应当走在发展前面”,广义的教学是儿童发展的源泉。他认为,儿童的发展具有两
The relationship between teaching in pre-primary education (where teaching is generalized) and children’s development is not only an interesting theoretical issue but also an actual problem that needs to be solved urgently and effectively. Piaget’s theory of development that learning to be subordinate to the level of development of children, or children will be difficult to assimilate new knowledge, teaching purposes. If the educator blindly pursues the transmission of the value and the knowledge without following the law of children’s development and seeks to accelerate the development of children in the end, it will eventually make it difficult for children to construct the cognitive structure they are supposed to have, causing learning difficulties and stifling their creativity. Vygotsky believes that “teaching should go ahead of development” and teaching in a broad sense is a source of children’s development. He believes that children’s development has two