1. Mechanism of cognitive development 1. Schema: the basic model used by individuals to understand the world around them. 2. Adaptation: the psychological process in which cognitive schemas actively change due to environmental constraints 3. Assimilation: subsuming new experiences into previously existing concepts 4. Adapt: ​​change existing schemas to meet the needs of the new environment 5. Balance: The subject restores the original equilibrium state or establishes a new equilibrium state by ignoring itself or changing the existing cognitive structure. 6. Construction: Inwardly coordinate the main actions to form logical and mathematical concepts, and outwardly organize external information to transform the cognitive structure into reality. 7. Conversion: development from one cognitive structure to a higher cognitive structure 8. Adaptation refers to the preservation and maintenance of organisms, which is a state of balance between the individual and the environment. 9. Assimilation and adaptation will occur during the process of individuals adapting to the environment. 10.The essence of wisdom-adaptation 11. Adaptation is the balance between assimilation and accommodation

2. Stages of cognitive development (1) Sensory motor stage (0-2 years old): from reflex action to intelligent action 0-1 months sucking reflex; 1-4 months 4-10 months cyclic action response repetitive actions 10-11 months to act intelligently; 11-12 months to use new means to achieve goals; 12-18 months to imitate and use representations to solve problems and rely on representational thinking Performance: 1. Gradually forming object permanence (children know things they cannot perceive, but they still exist) 2. Children’s spatial and temporal organization reaches a certain level 3. The emergence of causal understanding

(2) Preoperational stage (2~67 years old) 1. Symbolic function ① Delayed imitation ② Symbolic play ③ Drawing ④ Verbal arousal Cognitive characteristics: 1. Thinking is relatively concrete and relies on representational thinking 2. Thinking is irreversible and lacks conservation structure 3. Egocentricity 4. Stereotype

(3) Concrete operational stage (7~12 years old) Abstract thinking development Cognitive characteristics: 1. Conservation 2. Operations supported by specific things 3. Reversibility of thinking 4. Get rid of self-centeredness

(4) Formal operation stage (13~18 years old) The knowledge learned from books and various media is integrated into the brain and is highly abstract and summarized Cognitive characteristics: 1. Carry out hypothetical-deductive reasoning 2. Thinking is reversible, compensatory, and flexible 3. Have abstract logical thinking

(5) Regarding the stages of children’s cognitive development 1. Sequentiality: fixed 2. Age characteristics 3.Continuous

3. Self-centeredness and de-egocentering in children’s cognition (1) The concept and expression of self-centeredness Concept: the phenomenon of children focusing on their own ideas and actions Performance: 1. Children regard the world as their own and everything revolves around them. 2. Children cannot think from other people’s perspectives 3. Have animistic tendencies (2) The concept and stages of decentralization Concept: With the deepening of the interaction between subject and object, cognitive skills continue to develop and cognitive structures continue to improve, and various places can be liberated from the state of self-centeredness. stage: The first stage: 0~2 years old, unable to distinguish between subject and object. The second stage: 2~67 years old, unable to distinguish the difference between your own point of view and the opinions of others. The third stage: 11~14 years old, you realize that your thinking is infinite. 4. Commentary on Piaget’s Clinical Method clinical method questions

1. Piaget 1. One of the outstanding representatives of the structuralist education school 2. The important influence of cognitive development stage theory, cognitive structure theory and educational perspectives on the development of educational thought 3. Dialectically analyzed knowledge and intelligence; the relationship between knowledge structure and cognitive structure in curriculum design; the relationship between children’s initiative, enthusiasm and teacher guidance in teaching 2. Piaget’s main educational viewpoints (1) Regarding educational purposes 1. Education is not only the transfer of knowledge, but also the stimulation of children’s mental development. 2. Education is not just passive acceptance but learning how to think. 3. The purpose of teaching is to develop children’s intelligence and create intelligent explorers. (2) About the course 1. Course content - based on the characteristics of children's different stages of psychological development, with the purpose of promoting children's cognitive development 2. In the implementation of the curriculum, we advocate the use of teaching methods suitable for children that are adapted to science, promote activity teaching methods, and pay attention to games, experiments and audio-visual teaching. (3) About teaching principles 1. Teaching should adapt to children’s cognitive development 2. Education should promote children’s cognitive development 3. Pay attention to practical activities (4) Teaching methods 1.Clinical teaching method 2. Dilemma Story Method (Dual Story Method): A method used to study children's moral judgment and use storytelling to pose moral dilemmas to subjects to measure children's moral development level. 3. Social interaction method 4. Activity method