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.
Opiskeluura
Välikoulu,Piage vietti usein lomaa kummiisänsä kanssa.Piaget oli kummi-isän innoittamana kehittää kiinnostavaa pistemologiaa.
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.
Piagetin vuonna 1967 julkaistu "BiologyandCognition" tiivisti hänen elämänsä tutkimustyönsä tuloksista.
From1971to1980,PiagetwashiredasanhonoraryprofessorbytheUniversityofGeneva.
Laterlife
Katso Piagetin erinomaisiin panoksiin, AmericanPsychological Association myönsi Piagelle "Outstanding Scientific Contribution Award" -palkinnon, kun hän oli 73-vuotias (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.
Piagetin teoriassaformaatti voidaan nähdä organismin kognitiivisen rakenteen alarakenteena, mutta myös kognitiivisen rakenteen osarakenteena. Kognitiivinen rakenne on koordinoidun muodon yleinen muoto.
Heappliedtheconceptofbiologicalassimilationtopsychology,whichmeansthatpeopleintegratethefreshstimulitheyperceiveintotheoriginalformattoachievetherightTheunderstandingandassimilationofthingsisoneofthemechanismsforthegrowthofindividualcognition.
Piagetin näkemyksen mukaansaldo viittaa useisiin epätasapainoon ja tasapainoon, mikä johtaa lähelle tasapainoa laadullisesti erilaiseen tasapainotilaan.kehitykseen.Javapaaautomaattinen säätö
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.
Lasten kognitiivisen kehityksen teoria
Piaget jakaa lasten kognitiivisen kehityksen seuraaviin neljään vaiheeseen:
Havaintolaskentavaihe
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
Päätyöt
Aikakausi | KirjanNimi |
1924 | "Lasten kieli ja ajatus" |
1924 | "Lasten tuomio ja päättely" |
1926 | "Lasten maailmankäsite" |
1927 | "Lasten käsite fyysisestä kausaalisuudesta" |
1932 | "Children's World Representation" |
1932 | "Lasten moraalinen tuomio" |
1936 | "Lasten viisauden alkuperä" |
1945 | "Lasten symbolien muodostuminen" |
1950 | "Psychologyof Wisdom" |
1955 | "Loogisen ajattelun kehittäminen lapsista nuoriin" |
1959 | "Lasten loogisen ajattelun varhainen muodostuminen" |
1970 | "PrinciplesofGeneratingEpistemology" |
1970 | "konstruktivismi" |
1981 | "Kasvatustiede ja lastenpsykologia" |
Muut teokset
Aikakausi | Nimi |
1946 | Lapsen käsitys ajasta |
1951 | Lasten mahdollisuuden idean alkuperä |
1953 | LogicandPsychology |
1961 | Havaintomekanismit |
1966 | Lapsen henkinen kuva: mielikuvituksen kehityksen tutkimus |
1968 | Muisti ja älykkyys |
1970 | Psykologia ja epistemologia: kohti tiedon teoriaa |
1977 | The Graspof Consciousness: Toiminta ja käsitys nuoressa lapsessa |
Chactercontribution
Edistetään tieteellisen epistemologian rikastamista ja syventämistä
Piage omaksui systemaattisen historiallisen menetelmän, jaabsorboituneen neurofysiologian, biologian, antropologian, logiikan, matematiikan, tieteellisen ja osittaisen systeemin Hän yhdisti tiiviistidepistemologian ja psykologianluodakseen esiintymisenEpistemologian.Piage esitteli psykologiantuloksiaepistemologiaan,ja ehdotti toiminnan väliteoriaa,teoriakohde-objektin vuorovaikutuksesta. koko epistemologia on edistänyt tieteellisen epistemologian kehitystä.
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.