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.
Studentská kariéra
Piaget často chodil na prázdniny se svým kmotrem na střední škole.
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.
Piagetova „Biologie a poznání“ vydaná v roce 1967 shrnula výsledky jeho životní výzkumné práce.
From1971to1980,PiagetwashiredasanhonoraryprofessorbytheUniversityofGeneva.
Pozdější život
Inview of Piagetovy vynikající příspěvky, American Psychological Association udělil Piaget "Outstanding Scientific Contribution Award", když mu bylo 73 let (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.
V Piagetově teorii,formátmůže být vidět jako podstruktura v kognitivní struktuře fanorganismu, ale také jako podstruktura v kognitivní struktuře Prvek. Kognitivní struktura je celkovou formou koordinovaného formátu.
Heappliedtheconceptofbiologicalassimilationtopsychology,whichmeansthatpeopleintegratethefreshstimulitheyperceiveintotheoriginalformattoachievetherightTheunderstandingandassimilationofthingsisoneofthemechanismsforthegrowthofindividualcognition.
Podle Piagetova pohledu Balancese vztahuje na vícenásobné nevyváženosti a znovuvyvážení, což vede k postupu od stavu blízkého k rovnováze ke kvalitativně odlišnému rovnovážnému stavu.vývoj.Aautomatické přizpůsobeníjsme jenvyrovnáním,kombinací s dvojicí a vyrovnáním.
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.
Fáze Teorie kognitivního rozvoje dětí
Piaget rozděluje kognitivní vývoj dětí do následujících čtyř fází:
Výpočetní fáze vnímání
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 | Název knihy |
1924 | "Dětský jazyk a myšlení" |
1924 | „Dětský úsudek a uvažování“ |
1926 | "Dětský koncept světa" |
1927 | "Dětský koncept fyzické kauzality" |
1932 | "Světová reprezentace dětí" |
1932 | „Dětský morální úsudek“ |
1936 | "Původ dětské moudrosti" |
1945 | "Tvorba dětských symbolů" |
1950 | "Psychologie moudrosti" |
1955 | "Rozvoj logického myšlení od dětí k mládí" |
1959 | "Rné formování dětského logického myšlení" |
1970 | "Principy generování epistemologie" |
1970 | "Konstruktivismus" |
1981 | "Vzdělávací věda a dětská psychologie" |
Jiné práce
Éra | Jméno |
1946 | Pojetí času dítěte |
1951 | Původ nápaduNáhody u dětí |
1953 | Logika a psychologie |
1961 | Mechanismy vnímání |
1966 | Mentální obraz u dítěte: studie vývoje imaginární reprezentace |
1968 | Paměť a inteligence |
1970 | Psychologie a epistemologie: Směrem k teorii poznání |
1977 | The GraspofConsciousness: Actionandconceptionintheymaldite |
Příspěvek postav
Podpora obohacování a prohlubování vědecké epistemologie
Piage si osvojil systematickou historickou metodu a absorboval neurofyziologii, biologii, antropologii, logiku, matematickou logiku, systémovou teorii, teorii a kybernetickou síť. ,úzce spojil epistemologii a psychologii, aby vytvořil epistemologii výskytu. Piagezavedl do epistemologie výsledky psychologie a navrhl zprostředkujícíteorii aktivity,teorii interakce subjekt-objekt a dvousměrnou konstrukci. istemologie podpořila rozvoj vědecké epistemologie.
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.