认知发展和语言(皮亚杰)

Lecture Outline-----Cognitive Development and LanguageWhat is This a Case of?QUESTIONS RESPONSES What is the problem?How do you know? What evidence do youhave?Is there an alternative interpretationpossible about what is happening?Explain your answer.How would a teacher and a parentrespond to this situation? Would theyrespond differently?What information in Chapter 2 would helpyou to respond effectively?A Day in the Life of an Elementary School TeacherThoughts before students arrive:Why do I always begin the day feeling as though I’m behind? I guess it’s just part of teaching. Let’s see, what really has to be done before the kids get here? I’ve got to run off those dittoes, get my film order in for next week. . .and if I don’t make it to the teacher’s room for coffee, I may not speak to another adult all day! I love the quiet in the halls before the buses unload. I’ve got to remember to be nice to Jenny, she needs so much love. I’ve got to ask Andy about the note I sent home. I hope his parents will allow him to see the child study team.Morning duties:“No, Susie, the books aren’t here yet. I just mailed the order in last Friday. Well, you tell your mother that it usually takes about two weeks. Jack, the nurse needs to see you this morning. Oh, thanks for reminding me. Does anyone else have money for the PTA? All right, class. Please take your seats. How many people are buying lunch today?”Morning lessons:Language first. “Jack, please pass out the paper for everyone.” Creative writing-brainstorm.Some great ideas. What’s wrong with Andy again? “How about if I help you get started? Carl, what are you doing? You’re finished already? Let me see. Can you add to this? Tell me more. Come on, just try. Heather, this is really good. Mary, watch those run-ons. Is there anyone else who wants to share? Kelly, are you still writing? Yes, I’ll let you finish while we do science.”If I can just keep them busy while I get the experiment set up. . . “Page 65. Jane, would you please read. John, come here. Mr. Kuchta has the equipment I need. Please ask him if we can use it now.” “Class, these are the groups you’ll be in for the experiment. No, you may not choose your own groups. Each group should. . . It’s time to get cleaned up. Jerry Jones, stop that right now.”“Please take out your social studies homework.”I wonder what Aaron’s excuse will be today? “Well, Aaron, I’m sorry to hear that, but as I’ve said before, if you don’t have your work done you must stay in at recess time. I’ll see you then.”Another short lunch break! “Who can remember where we left off yesterday? Good, Joe. Today we’re going to. . . Jennifer, please sit down; we’re in the middle of a discussion. No, you may not get a drink right now.”Lunch:Lunch at last. Pizza day! Today’s not my day for duty, thank goodness!Afternoon lessons:After lunch, we need to switch to homogeneous groups for reading and math. Today, math is at the end of the day. I hope I didn’t plan for word problems. They do so much better on them in the morning. I’d better check my plan book.I just don’t remember what I planned. Five or six different preparations every day is just too much. “Okay class, let’s switch for math. Hi, Chrissy, go on in. Where’s Tommy? He’s still absent?” How will he ever get caught up? I love working with this group. It’s funny how a certain mixture of kids can sometimes really click!Prep period:Clean up. Pack up. Walk the class to the art room. When my prep is at the end of the day, I’m too exhausted to be productive. Don’t the flowers smell nice…and look! Who left a note?Dear Mrs. Miller,I’m sorry, I didn’t have my homework again. I promise I’m going to try harder. If I do my homework can I still stay in with you at recess?Love,AaronOh gosh, look at the clock. I’ve got to get the kids to the bus. Thirty minutes isn’t even enough time to get a full set of papers graded. “Thanks for the note, Aaron. I’m glad to hear that you’re going to try hard. Kelly, please take this note home to your mom. No, it’s not bad, it’s about our class trip. Jerry, where are you going? Oh, that’s right, you gave me a note this morning. Goodnight Susie, goodbye Joe, yes, I’ll be there Jenny. . .”After school:I hope the teachers’ meeting doesn’t last long. I promised Jenny I’d watch the field hockey game. Why don’t her parents ever come? I better take the reading papers home tonight, and I’ll have to run into town to get the salt and flour for the salt dough maps tomorrow. I still haven’t called Mrs. Shay about Bryan’s work. . .I’d like to get my hands on some of those people who call this a nine-to-five job!Adapted from the experiences of Marion Miller, 5th grade teacher in New Jersey:A Day in the Life of a Secondary School TeacherRandom thoughts on the Way to Work: “My life happens in segments just like my eight-period day. . . lots of homework last night. . . hate grading essay papers, but really enjoyed working out today’s lessons. I think they’re going to work. . . Hope I can keep Ralph quiet during fourth period. . . .”Homeroom:“At least the flag salute quiets them down. Do I have all the attendance cards in order? Almost forgot to collect insurance forms. I figured those two would forget theirs again. ‘Lost,’ they say. I’ll have to send a student to the office for extra forms.”Period 1: U.S. History (Standard): “I really feel sharp today, but I think my students are half-asleep. Is it just that the lesson’s not going as well as it could or that they’re tired? Maybe the material isn’t as good as I thought.”Period 2: Preparation Period:“I have a million things to do! I’d better beef up that U.S. history lesson before sixth period. I don’t want to put another class to sleep. My turn to use the phone in the lounge, my only link with the outside world. Coffee! A few minutes to talk with friends and check the mail.”Period 3: Economics:“I love this course, partly because it’s elective. All the kids want to be here. We can really tackle some difficult subjects. Great lesson today! The students are really getting excited. Madeline told me before class that she wants to major in economics in college. This kind of class makes it all worthwhile.”Period 4: U.S. History (Basics):“Basics. They’re rowdy but I love them. They’ve got character even thoughthey don’t give a damn about history. We have great lessons . . . . ‘Get away from the window!’. . . ‘Wait until thebell rings!”Period 5: Lunch Duty: “How demeaning to have to sit and watch kids eat!”Period 6: U.S. History (Standard): “Much better lesson than in first period. Maybe you really can learn from your mistakes. Or maybe these kids are just more awake.”Period 7: Library duty:“It’s remarkable how many students don’t know the first thing about using a library. In the beginning, I thought I would get some reading done during this period, but the interruptions make it impossible, a frustrating 40 minutes.”Period 8: Economics: “This lesson went so well this morning. What’s different? I guess last period is a terrible time to have to talk about supply and demand. We all want to go home.”End of the Day: “I’m glad I got to speak to Jane after school. Intramurals are a great way to get to know the kids. It’s easier to work with them in class now that I am learning more about them after school . . . but I’m exhausted . . . just don’t want to face three new lessons tonight. Sometimes I wish I could leave my work at the office.”Adapted from the experiences of Howard Schober, high school social studies teacher in New Jersey.Handout Master 2.5Water LevelsJesse was shown the jar labelled, "A," which contained water. The water line is marked with the letter, “f.” The jar was then tipped so that it leaned to one side. From the jars marked "B," "C," and "D," choose the one that shows where the water line will be when the jar is tipped. Which Piagetian stage would Jesse be in if she chose "B?" If she chose "C?" If she chose "D?"A B CDf ffHandout Master 2.6Cognitive DisequilibriumSelect an incident in which you (or someone you know) experienced a “disequilibrating event.” Describe that event.How did you respond to this event? Characterize your response in terms of Piaget’s ideas about accommodation and assimilation.Describe alternative ways in which you could have responded. Characterize these alternatives in terms of Piaget’s theory.How would working with peers assist a student to experience disequilibrium and re-equilibration?Four Tasks That Assess Children’s ThinkingInterpretation of stories: Read one of Aesop’s fables. Ask the children, “What do you think this story means?”Preoperational response: Response is often on an emotional, personal, level, and is based on the children’s affective reaction to the story. They are apt to mention something that happened in their own life. They may not be interested in explaining or justifying the answer.Concrete operational response: Response is based on the literal content of the story.Formal operational response: Response goes beyond the literal content of the story and indicates same understanding of the moral.Classification: Give the children the following group or objects and ask them to make a group of things that go together. Objects: picture from a magazine or newspaper, pencil, magic marker, piece of chalk, notebook paper, drawing paper, thumb tack, straight pin, masking or scotch tape, paper sack.Early preoperational: Grouping is based on a functional relationship. Example: pencil and paper, because you write on the paper with a pencil; thumb tack and picture, because you use the tack to put the picture on the wall.Late operational: Grouping is based on perceptual feature. Example: pencil, pin, and tack, because they all have a sharp point; paper and picture, because they are the same shape (have four corners); paper and chalk, because they are both white.Concrete operational: Grouping based on a common element that makes each object an example of the classification basis. Example: things made of paper, things you can write with, things you can put things on a bulletin board.Conservation: Line up two sets of wooden beads side by side. Ask the children if you both have the same amount. If they answer “yes,” then spread out one set and ask who has more beads. Return them to their original position and bunch up one set. Then ask who has more.Get two equal balls of clay. Ask the children if you both have the same amount. Make adjustments until they answer “yes.” Make a “snake” or a “pancake” out of one ball and ask who has the most clay now. Preoperational: Response will indicate that one person has more than the other when changes are made. Concrete operations: Responds that you both still have the same amount and explains his answer by using identity, reversibility, or compensation as a rationale.Combinatorial logic: Give the children five different one-digit numbers on separate small pieces of paper. Ask them to make as many different three-digit numbers as they can.Concrete operational: Goes about the task in a random, haphazard manner.Formal operational: Will approach the task in an orderly and systematic way.Piaget ReviewAs you proceed through the tutorial on CONCEPT EXAMPLE ConservationAdaptationAssimilationEquilibriumAccommodationFormal OperationalThinkingPreoperationalThinkingSensorimotorBehaviorConcreteOperationalThinkingObservation ChecklistClassroom as a WholeUse Y for “yes” and N for “no.”_____ Are children working independently?_____ Are they working in groups or clusters?_____ Does the teacher scan the classroom?_____ Are there manipulatives available to the children?_____ Do the children appear to be happy?Would you conclude that the classroom is developmentally appropriate?Your comments:Select One Child for ObservationDescribe the child’s behavior. (What is he/she doing?) What evidence do you see of the child’s status with respect to Piaget’s stages of cognitive development?Handout Master 2.10Teacher Roles in the ClassroomList the roles you expect to play in your classroom (you might refer back to Chapter 1 to help you identify roles). How would Piaget and Vygotsky have wanted you to play those roles?TEACHER ROLE PIAGET VYGOTSKY。