Characterlife
Familybackground
JeanPiaget(JeanPiaget)wasbornonAugust9,1896InNeuchâtre,Switzerland.Piaget’sfather,ArthurPiaget,wasaprofessorattheUniversityofNachatel,mainlystudyingmedievalhistoryandliterature.SincePiaget’sfatherstudiedthehumanitiesfield,heattachedgreatimportancetoPiaget’sscientificconcepts,andfocusedmoreoncultivatingPiaget’sfactualismandlove;Piaget’smother,RebeccaJackson,wasoneofthem.Adevoutreligiousbeliever,sheinsistedthatPiagetreceivestrictreligioustraining,andforPiaget,shechoseagodfatherKnutwhohasalotofresearchonphilosophy.Piagetistheeldestsoninthefamily.ThisfamilybackgroundgivesPiagettheopportunitytogetintouchwithandthinkabouttheknowledgeofphilosophyandscience,andthendevelopasetofuniqueideasandinsightsthatbelongtoPiagethimself.Becauseofhisfather'steaching,Piagetpaidattentiontoseekingknowledgethroughscientificsystem.
ExtraordinaryYouth
In1907,10-year-oldPiagetfoundasmallsparrowwithalbinisminthepark,andthenwroteanarticleaboutthealbinosparrow.AndsentittotheNeuchâtreJournaloftheHistoryofNaturalSciences"FirTree"forpublication.Inthearticle,Piaget’smeticulousobservationanddetailedanalysisallowedhimtoobtainthecuratoroftheNeuchâtreMuseumofNature,collectspecimenswithhim,andhirehimtoparticipateinthestudyofmolluscs.Subsequently,PiagetpublishedaseriesofpapersrelatedtomollusksandquestionedtheorthodoxMendeliantheoryofevolution;thesechallengingtextshavehadagreatresponseintheEuropeanzoologycommunity.
Кариера при учене
В средното училище, Пиаже често ходеше на ваканция с кръстника си. Пиаже беше вдъхновен от кръстника да развие интересна епистемология.
In1915,19-year-oldPiagetreceivedabachelor'sdegreeinbiology.Later,hecontinuedtostudyforaPhDinbiologyandatthesametimeaPhDinphilosophy.WhilestudyingattheUniversityofNeuchâtre,Iwasinterestedinphilosophy,physiologicalpsychologyandlogic.Hebelievedthattheintegrationofbiologyandphilosophywasashortcuttoepistemology,andhebecameinterestedintheoccurrenceanddevelopmentofchildren'sthinkingandbegantoturntopsychology.
In1918,hereceivedadoubledoctoratedegreeinbiologyandphilosophy.Inthesameyear,PiagetwenttoZurichtoworkinthepsychologicallaboratoriesofLiebsandReschner,andstudiedpsychoanalysisattheBrulerPsychiatricClinic.
In1919,PiagetwenttotheUniversityofParistostudypathologicalpsychology,aswellasscientificlogicandphilosophy.
In1921,hereceivedaPh.D.intheFrenchNationalScience,andtheninParistotheassistantoftheintelligencetestscholarSesimontostudythepsychologyofchildrenintheBinalaboratoryofanelementaryschool,andwascommissionedbySimontoapplyBode’sreasoningtesttomeasureParischildren,andstandardize.
WritingandCommenting
In1921,PiagetwasinvitedbyClabaredoftheUniversityofGenevatoserveastheresearchdirectoroftheRousseauInstituteoftheUniversityofGeneva.Sincethen,hehasestablishedhisown"geneticepistemology"System.Duringthisperiod,PiagetmarriedhiswifeValentineChatnet.
From1925to1929,Piagetworkedasaprofessorofpsychology,sociologyandphilosophyattheUniversityofNeuchatelIn1925and1927,histwodaughters,JacquelineandLuciana,werebornsuccessively,andPiaget’ssonLorenwasbornin1931.Withtheassistanceofhiswife,Piagetspentalotoftimeobservingchildren'smovementsandperformingvariousactivities.Experiment.Hisresearchonhisthreechildrenprovidedhimwithanimportantfoundationforthecreationofthetheoryofchildren’spsychologicaldevelopment.
From1929to1954,PiagetwasaprofessorofthehistoryofscientificthoughtattheUniversityofGenevaandwasalsoaRousseauInstitute.AssistantDean,andhealsoservedasDirectoroftheGenevaInternationalEducationAgencyuntil1967.Heresignedin1967.
By1932,Piagethadpublishedarticlessuchas"Children’sLanguageandThinking","Children’sJudgmentandFivebooksonchildren’spsychology,includingReasoningandChildren’sWorldConcept.Theseworksmadehimfamousathomeandabroadandbecameaninternationallyrenownedauthorityonchildpsychology.Atthesametime,Piagetwasinthedecadeof1929-1939,Persistinginthestudyoftheformationandhistoryofthemainconceptsinmathematics,physicsandbiology,andattheRousseauInstitute,hewasengagedinthestudyofchildren'smovementsandthinkingactivitiesonalargerscale,andconductedaseriesofexperiments.PiagetwasappointedtoGenevafrom1932to1971PresidentoftheUniversityEducationalScienceAssociation.
In1937,Piagetpresentedapaperonchildren’sspecificoperationsandtheoverallstructureofoperationsattheInternationalConferenceonPsychologyinParis.
From1938to1951,PiagetwashiredasProfessorofExperimentalPsychologyandSociologyattheUniversityofLausanne.From1939to1951,theUniversityofGenevahiredhimasProfessorofSociology.
Since1940,hewasappointedtotheRousseauInstituteoftheUniversityofGeneva(nowrenamedSchoolofEducation)DeanandDirectorofExperimentalPsychologyLecturesandPsychologicalLaboratory.SwitzerlandestablishedthePsychologicalAssociation,andhewasre-electedasthechairmanoftheAssociationforthreeyears.
From1939to1945,Piagetengagedintwoaspectsofresearch:children’sarrivalPerceptualdevelopmentinadulthoodandthedevelopmentofchildren’sconceptsoftime,movement,andspeed,aswellasthedevelopmentofbehaviorsrelatedtotheseconcepts.
From1952to1964,PiagetservedasaprofessorofgeneticpsychologyattheUniversityofParis.
In1954,the14thInternationalConferenceonPsychologywasheldinCanada,andhewaselectedasthePresidentoftheInternationalPsychologicalSociety.
From1955,heservedasthedirectoroftheInternationalResearchCenterforEpistemologyinGenevauntil1980Steppeddown.The"GenerationEpistemology"hefoundedmainlystudiesthepsychologicalstructure(ie,cognitivestructure)asthebasisofknowledgeformationandexploresthemechanismofnewknowledgeformationintheprocessofknowledgedevelopment.Thecenterbringstogetherwell-knownscholarsfromvariouscountriestostudytheoccurrenceanddevelopmentofchildren'scognition.Accordingtoareportin1970,22volumesofmonographshavebeenpublished.
„Биология и познание“ на Пиаже, публикувана през 1967 г., обобщава резултатите от изследователската работа на живота му.
From1971to1980,PiagetwashiredasanhonoraryprofessorbytheUniversityofGeneva.
По-късен живот
Преглед на изключителния принос на Пиаже, Американската психологическа асоциация присъди на Пиаже „Наградата за изключителен научен принос“, когато той беше на 73 години (1969).
In1972,Piagetwrotethearticle"TheRighttoEducation",advocatingthatthefundamentaltaskofpedagogyistoenablechildrentodevelopcomprehensively,sothateverychildcanhaveaperfectpersonality.HishonorarystatusintheNetherlandsisequivalenttothe"Erasmus"prizeoftheNobelPrize.
Inthesameyear,Piagetretired.Afterretiringfromhisposition,hereturnedtothemountainsofSwitzerlandtorecuperate;however,Piagetdidnotgiveuphisresearchworkbecauseofhisretirement.Cognitivetheory"-thephilosophicalbasisofepistemologyisbasedonscience.
In1977,theInternationalPsychologicalAssociationawardedPiagetthe"EdwardLeeThorndike"award,whichisthehighesthonorinthepsychologyfield.
HediedinSwitzerlandin1980attheageof84.Piagethasbeenexploringinhislife,leavingmorethan60monographsandmorethan500paperstofuturegenerations.Hehaslecturedinmanycountriesandwondozensofhonorarydoctorate,honoraryprofessorandhonoraryacademician.
Theoreticalsystem
Thecoreconceptofepistemology
Piaget’stheoryofcognitivedevelopmentgetsridofthedisputesandentanglementsbetweengeneticsandenvironment,andclearlyputsforwardinternalcausesThedevelopmentviewthatinteractswithexternalfactors,thatis,psychologicaldevelopmentistheresultoftheinteractionbetweenthesubjectandtheobject.Piagetbelievesthatintelligenceisaformofadaptationwithdynamiccharacteristics.Astheenvironmentandorganismsthemselveschange,thestructureandfunctionofintelligencemustconstantlychangetoadapttochangingconditions.
В теорията на Пиаже,форматътможе да се разглежда като подструктура в когнитивната структура на организма, но и като подструктура в когнитивната структураЕлемент. Когнитивната структура е цялостната форма на координиран формат.
Heappliedtheconceptofbiologicalassimilationtopsychology,whichmeansthatpeopleintegratethefreshstimulitheyperceiveintotheoriginalformattoachievetherightTheunderstandingandassimilationofthingsisoneofthemechanismsforthegrowthofindividualcognition.
Според гледната точка на Пиаже,Балансътсе отнася до множество дисбаланси и обратни баланси, водещи до прогресия от близко до равновесно състояние до качествено различно равновесно състояние.развитие. Иавтоматичното регулиранее третата страна между асимилация и съответствие, което настройва само две балансирани към постигане и съответствие
Piagebelievesthatallknowledge,fromthefunctionalmechanism,istheunityofassimilationandHue;fromthestructuralmechanism,itistheinternalizationandexternalizationofthesubject'scognitivestructure.Unificationofapplications.Theoperationistheelementthatcomposesthecognitivestructure,andeachoperationisconnectedtoformthewholestructure.
Constructivistdevelopmentview
Piagetbelievesthattherearefourconditionsfordevelopment,namelymaturity,practicalexperience,theroleandbalanceofthesocialenvironment,thefirstthreearethethreeofdevelopment.Thisisaclassicfactor,andthefourthconditionistherealreason.
Piagetbelievesthatpsychologydoesnotoriginatefrominnatematurity,norfromacquiredexperience,butfromaction.Thatistosay,actionisthesourceofcognitionandtheintermediaryoftheinteractionbetweensubjectandobject.Theearliestactionisaninherentunconditionalreflex.Whenchildrenareborn,theyrespondtoexternalstimuliwithavarietyofunconditionalreflexes,sendoutsignalsoftheirownneeds,andinteractwiththesurroundingenvironment.Thevariousactivitiesandpsychologicaloperationsthathavebeendevelopedsubsequentlyplayanintermediaryroleintheinteractionbetweenthesubjectandtheenvironmentinthepsychologicaldevelopmentofchildren.Thefourthfactorbalancepromotestheharmoniousdevelopmentbetweenassimilationandadaptation,andmakesmaturity,practicalexperienceandsocialenvironmentinacoordinatedstate.Moreimportantly,asaprocess,thetendencytobalancealwayspusheschildren'scognitiveleveltoahigherlevel.Whenthelow-levelbalanceisbroken,duetothistendency,thebalancecanberestoredatahigherlevel,whichleadstothedevelopmentofintelligence,whichisthemostfundamentalfactor.
Теория за етапите на когнитивното развитие на децата
Piaget разделя когнитивното развитие на децата на следните четири етапа:
Компютърен етап на възприятие
b>(SensorimotorStage,SensorimotorStage,0-2yearsold)Themaincognitivestructureofchildrenatthisstageistheperceptualmotorschema.Withthisschema,childrencancoordinatetheperceptualinputandactionresponse,andthusrelyontheactiontoadaptenvironment.Throughthisstage,thechildgraduallydevelopsfromanindividualwithonlyreflectivebehaviortoaproblemsolverwhohasapreliminaryunderstandingofhisdailylifeenvironment.⒉Pre-operationalstage(preoperationalstage,2-7yearsold)childreninternalizeperceptionactionsintorepresentations,establishsymbolicfunctions,andusementalsymbols(mainlyrepresentations)tothink,Sothatthethinkinghasaqualitativeleap.
⒊Concreteoperationstage(ConcreteOperationsStage,7-11yearsold)Inthisstage,thecognitivestructureofchildrenevolvesfromtherepresentationalschemainthepreviousoperationstagetoanoperationalschema.Thecharacteristicsofspecificcomputationalthinking:Conservation,self-centerednessandreversibility.Piagetbelievesthatthementaloperationsofthisperiodfocusedonabstractconceptsandwerecomputational(logical),butthinkingactivitiesneededthesupportofspecificcontent.
⒋FormalOperationalStage(FormalOperationalStage,whichhasbeendevelopingsincetheageof11)Duringthisperiod,children'sthinkingdevelopstothelevelofabstractlogicalreasoning.Itsthinkingformgetsridofthecontentofthinking,andchildreninthestageofformaloperationcangetridoftheinfluenceofreality,payattentiontohypotheticalpropositions,andcanmakelogicalandcreativereflectionsonhypotheticalpropositions.Atthesametime,childrencanperformhypothesis-deductivereasoning.
PersonalWorks
MainWorks
Era | Име на книга |
1924 г | "Език и мисъл на децата" |
1924 г | "Детска преценка и разсъждение" |
1926 г | "Детска концепция за света" |
1927 г | "Детска концепция за физическата причинност" |
1932 г | "Детски световен представител" |
1932 г | "Детска морална преценка" |
1936 г | "Произходът на детската мъдрост" |
1945 г | "Формирането на детските символи" |
1950 г | "Психология на мъдростта" |
1955 г | "Развитие на логическото мислене от деца към младежи" |
1959 г | "Ранното формиране на логическото мислене на децата" |
1970 г | „Принципи на генериране на епистемология“ |
1970 г | "Конструктивизъм" |
1981 г | "Образователни науки и детска психология" |
Други произведения
Ера | Име |
1946 г | Концепцията на детето за времето |
1951 г | Произходът на идеята зашанс при децата |
1953 г | Логика и психология |
1961 г | Механизмите на възприятието |
1966 | Ментални образи в детето: като изследване на развитието на въображаемото представяне |
1968 г | Памет и интелигентност |
1970 г | Психология и епистемология: Към теория на познанието |
1977 г | Схващането на съзнанието: действие и концепция в малкото дете |
Принос на характер
Насърчаване на обогатяването и задълбочаването на научната епистемология
Piageta възприе систематичен исторически метод и усвои неврофизиология, биология, антропология, логика, математическа логика, теория на системите, кибернетика и теория на информацията. ,той тясно съчетава епистемологията и психологията, за да създаде епистемология на събитието. Piagetin въведе резултатите от психологията в епистемологията и предложи междинната теория за действието, теорията за взаимодействието субект-обект и двупосочната конструктивност в моите епистемологични дейности. увисването на структурата и системата на цялата епистемология е насърчила развитието на научната епистемология.
Promotingthedevelopmentofchildpsychology
The"GenevaSchool"foundedbyPiagetcriticizedvariousmetaphysicaldevelopmentconceptsinthehistoryofchildpsychology,andproposedthatchildren’spsychologicaldevelopmentisThepsychologicaldevelopmentviewthatconstantlyproducesquantitativeandqualitativechangesintheinteractionofinternalandexternalfactors.Heproposedthefourelementsofchildren'spsychologicaldevelopmentandsummedupthestagetheoryofpsychologicaldevelopmentforthefirsttime.Atthesametime,hedividedthefourmajorstagesofpsychologicaldevelopment,revealingthegenerallawsofperceptualmovement,pre-operation,specificoperationandformaloperation.Therefore,Piagethasgreatlyenrichedanddeepenedthestudyofchildpsychology,andhasbecomeanimportantmilestoneinthehistoryofdevelopmentalpsychology.
Guidedthedevelopmentdirectionofepistemology
Piageusedintrospectionabstractionandself-regulationtoclarifytheinnerbasisoftheunlimiteddevelopmentofcognition,whichisausefulexplorationofthemicro-operationmechanismofcognition.Itbreaksthroughthedefectofmodernepistemologythatonlystudiesthesynchronictransformationofcognitivestructureandcognitivecontent,anddeepensthestaticanalysisofknowledgeoftraditionalepistemologyintodynamicresearch,sothatthesynchronictransformationofcognitivestructure-functioninspecificcognitiveactivitiesisIncorporatedintothediachronicconstructionframeworkofcognitivestructure-functionevolution,soastograspthethree-dimensionalnetworkcharacteristicsofsystemthinkingtoachieveamulti-dimensionalinspectionofthecognitivedevelopmentprocess,sothatthelawofcognitivedevelopmentcanbeexplainedmorecomprehensively.ThesignificanceoftheseresearchresultsItisimportant.ItcanbesaidthatthereisnoresearchoncognitivedevelopmentthatdoesnotusePiaget’sepistemologyasthetheoreticalbasisorreferenceframe.
Characterevaluation
1984"EncyclopediaBritannica’sideaofevaluatingPiaget’squalitativechangesincognitiveactivitieshasbeenwidelyrecognized,andmanyrecentcross-culturalstudieshaveprovidedsupportfortheuniversalapplicabilityofPiaget’sfindings.Overtime,PiagetThevalidityofJie’sepistemologywillsurelybefurtherexaminedtopromoteitsin-depthdevelopment.CheWenbobelievesthatPiaget’sepistemologyshouldnotonlybeaffirmedasaninnovativepsychologicaltheory,’butalsoshouldbefullyevaluated.Epistemologyhasaprofoundimpactonphilosophy,science,cultureandmanyotherfields.
YeHaoshengbelievesthatwhenPiagetcreatedhisdoctrine,behaviorismandpsychoanalysisweredominatingthepsychologyworld.Piagetwasnotforthis.Influencedbytwomainstreamtendencies,theapplicationofknowledgefrommultipledisciplinesexplorestheoriginandchangesofchildren’scognitiveabilities,studiesthepsychologicaloriginsofknowledgeandthefunctionsandcharacteristicsofcognitivestructures.Thedoctrineshecreatedpromotedtheriseofcognitiveresearch.Theestablishmentofcognitivedevelopmentalpsychologyhaslaidthefoundation.
TheformerSovietUnionpsychologistVygotskybelievesthatPiaget’sworkhasmadeagreatcontributiontothedevelopmentofpsychologicalscience.Piaget’sThetheoryisabigstepforwardthanthetraditionalchildpsychology,becausehehascarriedoutnewresearchonbureau-levelbehaviors.However,Piagetputasidethehistoricaldevelopmentofchildrentotalkaboutthepsychologicaldevelopmentofchildren,andthepsychologicaldevelopmentofchildrenSimplifiedasaprocessdrivenbyinternalforcesandgovernedbyinternallogic.