皮亚杰认知发展理论对早期阅读活动的启示  

Implications of Piaget's Cognitive Development Theory to Early Reading Activities

作　　者：张蓓[1] 阳德华[1] 韩露[1] 

机构地区：[1]西华师范大学,四川南充637002

出　　处：《教育与教学研究》2015年第3期126-129,共4页Education and Teaching Research

摘　　要：早期阅读对儿童思维的发展具有重要的促进作用,学前儿童早期阅读能力的发展又有赖于其智力、思维的发展。皮亚杰的认知发展理论对幼儿教师认识和指导早期阅读活动的启示为:在早期阅读活动目标的制定上,关注幼儿发展的整体性和尊重个体差异性;在早期阅读活动内容的选取上,贴近幼儿已有经验和促进其认知水平发展;在早期阅读活动方式的实施上,提倡灵活教学,培养幼儿自主阅读能力。Early reading has an important role in promoting the development of pre-school children＇s thinking,while their early reading skills depend on the development of their intelligence and thinking.This paper aims to explore Piaget＇s theory of cognitive development of preschool teachers understanding and guide early reading activities to give some theoretical support,and provide early reading instruction with the goal to grasp the overall differences,attention to early childhood experiences with existing content relationship of cognitive development,and grasp the principles of flexibility in the way of teaching pre-school children.

关 键 词：认知发展理论 学前儿童 早期阅读 

分 类 号：G613.2[文化科学—学前教育学]