The sign of children's thinking is ()

It is not his fault that children like to imitate, because it is determined by his thinking characteristics. Listen to this interesting story: Nick and his father went to visit his grandmother. Nick always sticks his head out of the window on the train. Dad said, "Nick, be quiet! Don't stick your head out of the window. " But Nick still sticks out his head. So dad quickly took off Nick's hat, quickly hid behind him and said, "Look, the hat was blown off by the wind." Nick was scared. He cried for his hat back. Dad said, "whistle and the hat may come back." Nick leaned over the window and whistled.

Dad quickly put the hat on Nick's head. "Oh, it's a miracle." Nick smiled. He was very happy, imitated his father's actions, quickly took off his father's hat and threw it out of the window. "Now it's your turn to whistle, Dad!" "He said happily. Little Nick thinks his father's hat can be found back. The way children learn is mainly imitation. Their imitation ability is very strong, but it is only pure imitation. So in front of children, you should better restrain yourself and avoid those bad habits that children imitate.

Feature 2: One-way thinking

If you teach your child 1+ 1=2, you must never assume that he already knows 2- 1= 1, because he will only push from left to right, not from right to left.

Another example is that two cups with the same length and width contain as much water, and the water in one cup is poured into the other high and narrow cup. If children are asked to compare which cup has more water, there may be times when there is more water in the high and narrow cup, because at this time, they can't make good use of calculation to solve problems, but can only use their only intuitive experience. Therefore, when teaching children knowledge, we can't take it for granted that he can do some reverse thinking by himself.

Characteristics three, thinking in images

When your child is doing a simple operation, such as 1+ 1=2, your child knows why 1+ 1 equals 2, which is a qualitative leap. If you say that one pencil plus one pencil equals two pencils; An apple plus an apple equals two apples. He knows the truth of 1+ 1=2, but when he calculates 1+ 1=2 in the future, he still depends on the real thing.

After the accumulation of image thinking, he can extract abstract digital concepts from one object after another. Therefore, when teaching children to learn mathematics, it is necessary to use intuitive teaching AIDS to let children get abstract concepts from the objects themselves.

Characteristic four, regardless of primary and secondary.

There is such a little joke. When Jack came home from school, his mother saw his face covered with blood and asked, "Jack, did you fight again?" How to lose two teeth! "Jack said quickly," Mom, I didn't lose my tooth. I put them in my pocket! " "Visible the child didn't understand the meaning of mother. Her mother accused him of fighting with others again, but he said his teeth were still there.

From the child's point of view, the tooth is really not lost, because the meaning of losing it is that they can't find it, it's gone, and his tooth is still in his pocket. Can this be lost? There is another joke that can also illustrate this problem. A mother said to her child, "Be careful not to eat the bugs in the apples." The baby said, "Why should I be careful? It's time for it to pay attention to me. " This is the cuteness of children! Therefore, children can't grasp the key to the problem, and parents should have enough patience to listen.

Feature 5. One-dimensional thinking

The mother taught her children: "Everything important should be locked in a box so as not to be lost." The son remembered this sentence. A few days later, my mother wanted to get something from the box, but she couldn't find the key. The baby said beside him, "Mom, the key is in the box! You said the key must be something very important, so I locked it up. " It can be said that children only know the importance of keys, but forget that only keys can open boxes. Xiaoming is eating ice cream. The adults told him that there was a bug in the ice cream. The adult's original intention was naturally to tell him not to eat the worms in his mouth, but Xiao Ming said, "freeze him to death!" " "Children's thinking and adults are very different.

Piaget, the main representative of Swiss psychologist genetic epistemology, once summarized the thinking characteristics of children at this stage as the pre-operation stage; Ausubel also proposed a similar pre-operation level stage, and also defined age as preschool children. He believes that preschool children can only understand and use basic concepts and their relationships. These basic concepts are acquired by learners from concrete practical experience. Preschool children can't do reversible thinking, master what conservation is, and can't do real logical operations.