New theory of children's thinking development : application in language teaching
- 作者： He, Kekang, author.
- 其他作者：
- 其他題名：
- Lecture notes in educational technology.
- 出版： Singapore : Springer Singapore :Imprint: Springer
- 叢書名： Lecture notes in educational technology,
- 主題： Cognition in children. , Chinese language--Study and teaching--China. , Education. , Language Education. , Childhood Education. , Educational Psychology.
- ISBN： 9789812878373 (electronic bk.) 、 9789812878366 (paper)
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FIND@SFXID:
CGU
- 資料類型: 電子書
- 摘要註: This book proposes a new theory on children's thinking (cognitive) development. According to this theory, the stages of said development should be divided into four stages: first, the stage of animalistic thinking (birth-before possessing basic language ability); second, the stage of elementary thinking (beginning to possess basic language ability-beginning to possess proficient oral ability); third, the stage of intermediate thinking (beginning to possess proficient oral ability-before the formation of comprehensive cognitive ability); and fourth, the stage of advanced thinking (after the formation of comprehensive cognitive ability) In this context, thinking includes logical thinking, visual thinking and intuitive thinking. Based on the new theory, the author points out the serious negative impact that Piaget's stage theory of children's cognitive development has had on Chinese language education in China. The book also offers a number of practical principles, such as five teaching activities for language teaching of extension, typing, writing, passage, and thinking.
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讀者標籤：
- 系統號： 005357709 | 機讀編目格式
館藏資訊
This book proposes a new theory on children’s thinking (cognitive) development. According to this theory, the stages of said development should be divided into four stages: first, the stage of animalistic thinking (birth–before possessing basic language ability); second, the stage of elementary thinking (beginning to possess basic language ability–beginning to possess proficient oral ability); third, the stage of intermediate thinking (beginning to possess proficient oral ability–before the formation of comprehensive cognitive ability); and fourth, the stage of advanced thinking (after the formation of comprehensive cognitive ability). In this context, thinking includes logical thinking, visual thinking and intuitive thinking. Based on the new theory, the author points out the serious negative impact that Piaget’s stage theory of children’s cognitive development has had on Chinese language education in China. The book also offers a number of practical principles, such as five teaching activities for language teaching of extension, typing, writing, passage, and thinking.