New Theory of Children's Thinking Development: Application in Language Teaching (Lecture Notes in Educational Technology) - Tapa dura

Acerca del autor

He Kekang, born in 1937, Guangdong province Dabu county.1963 graduated from Beijing Normal University Physics Department of radio electronics professional graduate. Now is the Northeast Normal University’s Honorary Professor ( tenured professor ), the director of Beijing Normal University modern education technology research institute.1993 December by the Academic Degrees Committee of the State Council approved as China's first Educational Technology Doctoral tutor. Since 1978 , six times successively won the state education ministry and the Beijing Municipal Science and Technology Progress Award, including second prize of four times, the third prize twice, once won the Beijing international invention exhibition gold medal. In 2011 won the fourth session of national education scientific research excellent achievement first prize. In 2011 won the Chinese education technology association to issue "education technology outstanding contribution award".

From June 2001 to May 2006 , was appointed director of the national Education Ministry Educational Technology Professional Teaching Steering Committee. Now is the director of National Teacher Education Informatization Experts Committee, the Director of China Educational Technology Association’s Academic Committee, the First Vice-Chairman of Global Chinese Society on Computers in Education (GCSCE), the International famous Journal JCAL ( Journal of Computer Assisted Learning ) Editorial member.

For many years, profess

De la contraportada

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.