In which of his books was Piaget s basic theory of constructivism proposed?

English title: Jean Piaget

The Principes of Genetic Epistemology Author: Piaget (Switzerland).

Publisher: The Commercial Press Pub Date: 1997-12-1 Chapter 1 The Formation of Cognition (Psychogenesis of Cognition) 1. Perceptual Motor Level 2. The First Level of the Pre-Operational Thinking Stage 3. The Second Level of the Pre-Operational Stage 4. The First Level of the Concrete Operational Stage 5. The Second Level of the Concrete Operational Stage 6. The Formal Operational Stage Chapter 2 The Primordial Organism (Epistemic Biogenesis) I. Lamarck's Empiricism.

2. The Theory of Innate 3. From Instinct to Intelligence 4. Self-Regulating Systems 1 Chapter 3 Reconsideration of the Problems of Classical Epistemology 1. The Epistemology of Logic 2. The Epistemology of Mathematics 3. The Epistemology of Physics 4. Constructivism.

with the creation of new features.

Answer]: B Radical Constructivism is a constructivist Lingzexin developed on the basis of Piaget's ideas, typified by von Grassesfeld and Steffey.

<> representatives of constructivist theory include Piaget, Bruner, and Vygotsky.

Representative figures: 1. Piaget: put forward the staged theory of cognitive development, he believes that the process of children's cognitive formation is to first appear some intuitive concepts (not the simplest concepts), these original concepts constitute the basis of thinking, on this basis, through the bend and the comprehensive processing to form new concepts, construct new structures, this process is carried out continuously, this is the main method of children's cognitive structure formation.

Cognitive development involves assimilation, conformity, and balance.

2. Bruner: believes that the main purpose of education is to provide students with a real-world model through which students can solve all the problems in life. This model involves the internal system that stores information, which is obtained through the interaction of people with their surroundings.

When learning any subject, it is always composed of a series of fragments, and each fragment (or an event) always involves three processes: acquisition, transformation, and evaluation. Bruner argues that students are not passive recipients of knowledge, but active processors of information. Emphasize the importance of knowledge structures and that learning is an active process.

3. Vygotsky: He mainly studies children's psychology and educational psychology, focusing on the relationship between thinking and speech, teaching and development. He has devoted his life to the problems of psychological development, with a focus on the occurrence and development of higher mental functions in people.

He emphasized the important role of human society and culture in people's psychological development, and believed that people's higher psychological functions are formed and developed in people's activities and realized with the help of language.

In the constructivist learning theory, it mainly includes the view of knowledge, the view of students, and the view of learning.

Main viewpoints: 1. Concept of knowledge: Knowledge is not an objective thing, but the experience, explanation and assumption of the subject. (It is a tentative explanation and assumption made by people in the face of new things, new phenomena, new information, and new problems in practical activities).

2. Learning concept: Learning is the meaning of learners actively constructing knowledge and generating their own experiences, explanations, and hypotheses. (The world exists objectively, but it is up to each individual to understand and give meaning to the world.)

We construct reality on the basis of our own experience, or at least interpret it, and each person's empirical world is created with our own mind, and our understanding of the external world is very different because of our experience and belief in it. (It has the characteristics of active constructiveness, social interaction and situationality).

3. Teaching concept is blind: According to the constructivist concept of knowledge and learning, knowledge is not a thing, and learning is not a thing, so teaching is not to transmit things, but to create a certain environment and support to promote learners to actively construct the meaning of knowledge. (Due to the dynamic and relative nature of knowledge and the construction process of learning, teaching is no longer about imparting objective and definite ready-made knowledge, but activating students' original relevant knowledge and experience, promoting the "growth" of knowledge and experience, and promoting students' knowledge construction activities, so as to realize the reorganization, transformation and transformation of knowledge and experience.) )

The doctrine of random access.

Traditional teaching confuses the boundaries between advanced learning and primary learning, and unreasonably extrapolates the teaching strategies of the primary learning stage (such as dividing the whole into parts, focusing on the learning of universal principles, establishing the basic representation of a single standard, etc.) to the teaching of the advanced learning stage, making the teaching too simplistic. This is mainly manifested in the following three biases: additivity bias, which isolates things from complex contexts for learning, mistakenly believing that the isolated understanding of things can be extended to the larger context, ignoring the constraints of specific conditions.

The discretization bias is to treat an otherwise continuous process simply as a single stage. Divide the whole into parts, ignoring the interconnectedness of the parts. Oversimplification leads to a simplistic and one-sided understanding of students, which is the main reason for the broad and flexible transfer of learning in specific contexts, and constructivism is to seek pedagogical approaches that are suitable for advanced learning.