GCC Library

Online resource; title from PDF title page (EBSCO, viewed October 30, 2015).

Includes bibliographical references.

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.

Preface; Contents; 1 Innovative Exploration of an Leapfrogging Development Approach to Language Education in the Internet Era; 1.1 Targets of the Experiment; 1.2 Overview and Outcomes of the Experiment; 1.2.1 Stage 1-Initial Formation of Theoretical Method (National Prestige Schools, Specialized Teaching Materials, Internet Environment); 1.2.2 Stage 2-Gradual Refinement of Theoretical Method (Provincial Prestige Schools, Common Teaching Materials, Internet Environment); 1.2.3 Stage 3-Increasingly Sophisticated Experiment (Ordinary Schools, Common Teaching Materials, Internet Environment)

1.2.4 Stage 4-Multilevel Experiment (Rural Schools, Common Teaching Materials, Non-internet Environment)1.3 Major Factors Contributing to the Success of the Experiment; 1.3.1 The Internet Provides Rich and High Quality Teaching Materials that Enable Extensive Extended Reading; 1.3.2 Isolation and Separation of Character Recognition, Reading and Writing in Traditional Teaching is Altered-The Three are Integrated Dynamically in the Information Technology Environment, Achieving the Important Reform of "Use-centred" Language Teachi

1.3.3 Breaking Through the Restrictions of Traditional Concepts to Promote Innovation in Education Theory. Attempts to Integrate Training in Language Ability and Thinking Ability (Especially Creativity Thinking) in Junior Primary School GradesReference; 2 Practices of Innovative Exploration in Language Teaching: Questioning the "Stage Theory of Children's Cognitive Development"; 2.1 Summary of Piaget's "Stage Theory of Children's Cognitive Development"; 2.1.1 Sensori-Motor Level (Piaget 1952; Pi 1977; Li 1999); 2.1.2 Pre-operational Level (Piaget and Inhelder 1964, 1954)

2.1.2.1 Pre-operational Sub-stage 1 (2-4 years old)-"Formation of Representation System"2.1.2.2 Pre-operational Sub-stage 2 (5-6 years old)-"Elimination of Egocentrism"; 2.1.2.3 Major Characteristics of the Pre-operational Level (Piaget 1972; Pi 1977; Zhu and Lin 1991); 2.1.3 The Stage of Concrete Operations (Piaget 1953, 1950); 2.1.3.1 Concrete Operational Sub-stage 1 (7-8 years old)-"Formation of Reversibility and Conservations"; 2.1.3.2 Concrete Operational Sub-stage 2 (9-10 years old)-"Exploration of Causality"

2.1.3.3 Major Characteristics of the Stage of Concrete Operations (Piaget 1972 Li 1999); 2.1.4 The Stage of Formal Operations (Piaget 1941, 1946-1969, 1946-1970, 1948); 2.2 Contributions of Piaget to Theories of Children's Cognitive Development; 2.2.1 Insisting on a Dialectical Materialism View on Cognitive Development, Opposing the Idealist and Mechanical View; 2.2.2 Pioneering in the Introduction of Researches in Children's Psychogenesis into Epistemology, Giving a Seminal Contribution to the Establishment of "Genetic Epistemology"

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