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Theoretical Construction and Positive Research of Cognitive Model in Children’s Solving Subject Problems

Author: YangDong
Tutor: ZhangQingLin
School: Southwest China Normal
Course: Psychological Development and Education
Keywords: Analysis of the verbal report Cognitive process model Cognitive structure model Migrate Characterization Disciplinary problem solving
CLC: B842
Type: PhD thesis
Year: 2003
Downloads: 1170
Quote: 15
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Research on children's cognitive development has always been an emphasis and difficulty in psychological research, the research has a very important theoretical significance and application value. The study reviewed a large number of domestic and foreign research and found that there are serious shortage of research the existence of a \In this regard, the study proposes the cognitive processes and cognitive structures both separation and dialectical view of a causal relationship. On this basis, the research on the one-sidedness of the basic theory and basic methodology of contemporary children's cognitive research, the lack of integrated research methods to explore departure from the psychological essence of the problem is solved and the internal mechanism of the deep-seated to children cognitive theory and teaching practice with a focus on solving discipline problems, build a cognitive process model children solve discipline problems and cognitive structure model, (referred MOSD structure model). Experimental method of teaching, the verbal report analysis, exploration and confirmatory factor analysis, analysis of eye movements and other methods organic and integrated applications, solve discipline problems of children's cognitive process model from multiple authentication cognitive structure model, the results show that the model is a valid cognitive model. Further, the research also exist in the actual teaching of specific questions about children's cognitive development, proposed to promote children metacognition, schema migration and operation of these three cognitive component for the main purpose of teaching high efficiency \That cognitive teaching goal is to promote the development of children's knowledge of effective learning and thinking. To this end, the study argues that, in the practice of teaching, should be allowed to reach a different level of five students of different strategies declarative knowledge, strategic procedural knowledge, declarative knowledge of non-strategic and non-strategic procedural knowledge Construction that conceptualization, conditions, structure and automation. And recommendations to promote children's cognitive component of the full development of the same time, but also to create a good teaching conditions, and actively promote the theory construction and empirical research to recognize children solve disciplines ask field of cognitive model known as the center of the three-component between each other \The results of this study have important theoretical significance and application value. Specifically, its main conclusions: 1. Solve the problem of the psychological essence of problem solvers to reconstruct the original cognitive structure; performance of internal mechanisms to solve the problem: In Schema, operation and metacognitive three functional role of the cognitive component, the problem The solvers internal representations and external characterization constantly the bilateral construction process. 2. Children's cognitive processes solve discipline problems and cognitive structure is both separate from each other, but also has the causal relationship of unity, we should look at and study dialectical, the concrete embodied in: (1) single from a purely cognitive processes to disciplinary problem solving cognitive processes are essentially the individual minds of the internal characterization conversion process; (2) single-from pure cognitive structure, discipline problems to solve is essentially three metacognition, operation and schema The results of the cognitive component of the functional role of problem solving, the three cognitive component is an organic whole; (3) from the the causal relationship point of view of the cognitive component of cognitive processes, solve the problem of cognitive processes in recognition know the components of an integrated and participatory synergy formed, therefore, the process is essentially also a cognitive three components of the migration process; (4) from the problem-solving cognitive research methodology point of view, the disciplinary problem solving cognitive processes seen as a process of information processing, Therefore, the research methods of information processing by the task of fine analysis, but at the same time, should also be integrated structure 'factor analysis' methodology research methods; 3. Children to solve mathematical application problems cognitive processes including problem representation (also including text characterization, situational characterization, the overall characterization), structural the - Rules characterization (divided into four Characterization way) and the results of characterization (including formula characterization of schematic representations) Several characterization stage, each the characterization stage does not strictly linear relationship exists. 4. The children solve discipline problems cognitive structure includes three major components, namely, metacognitive, operation and schema complex interactions between the three cognitive component, either conversion, they need to work together with each other, common role in the cognitive processes of children's problem-solving. 5. Schema and operation of the \closely related to the participation of metacognitive migration effect to the maximum extent possible to improve problem solving.

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