The Having of Wonderful Ideas
The Having of Wonderful Ideas
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奇妙想法的产生
DOI：
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发表时间：
1987
期刊：
影响因子：
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通讯作者：
E. Duckworth
中科院分区：
文献类型：
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作者：
E. Duckworth
解释说，没有明确的教学法流从皮亚杰的发展理论，作者探讨了如何课堂教师仍然可以利用这一理论的强大。对她来说，儿童智力发展的本质不在于逐步完成皮亚杰式的任务，而在于儿童检验出她或他认为重要的想法。她认为，这个测试想法的过程对孩子的认知成长至关重要。教师可以通过接受孩子的观点作为产生想法的合法框架来帮助这种成长，允许孩子自己提出问题和答案。这种方法，并提供不同的设置和材料，建议的想法，以儿童的重要性，讨论特别是参考作者的课堂经验和她的评价小学科学计划。
Explaining that no definitive pedagogy flows from the developmental theory of Jean Piaget, the author explores ways that classroom teachers can nevertheless make powerful use of that theory. For her, the essence of the child's intellectual development lies not in the progressive accomplishment of Piagetian tasks, but in the child's testing out the ideas that she or he finds significant. This process of testing out ideas, she argues, is critical for the child's cognitive growth. Teachers can assist this growth primarily by accepting the child's perpective as the legitimate framework for generating ideas—allowing the child to work out her or his own questions and answers. This approach—and the importance of providing varied settings and materials which suggest ideas to children—is discussed with particular reference to the author's classroom experience and her evaluation of an elementary science program.