How to distinguish cognition and ability in children's lesson plans

The cognitive abilities that children should form include general basic cognitive abilities and specific cognitive abilities in different fields. They are interrelated and inseparable.

First, basic cognitive ability

(1) In operating activities, children can correctly and actively use a variety of senses for sensory exploration.

(2) Children can initially master the method of observation, and will observe the common things around them purposefully and orderly, and find the obvious differences and changes of things or phenomena. At the same time, gradually learn to observe a thing from different angles or for a period of time, find out the simple reasons for things to change, and learn simple reasoning.

(3) In daily life and games, children will classify objects according to their names and certain characteristics (such as color, size, shape, etc.). ), and gradually transition to classify objects from different angles, forming a preliminary generalization ability.

(4) In daily life and games, children learn to compare the differences between things (people, animals, plants, etc.). ) or the differences between objects, and sort some things according to some external characteristics, development and changes or a simple law.

(5) Children can express their feelings and discoveries in their perception and operation activities in words, and can make preliminary guesses according to some phenomena.

Second, specific cognitive ability.

Social life

(1) Know yourself, know your name, age, sex, family and address, and know your relationship with others.

(2) Understand and love the surrounding environment and know that Beijing is the capital of China; Like the scenic spots in China; Know and respect the national flag and emblem, and sing the national anthem; Know that China is a multi-ethnic country, know the main ethnic groups and respect ethnic minorities.

(3) Know festivals, understand the contents and forms of major festivals, take the initiative to participate in festival activities, and feel the strong family and folk customs atmosphere.

(4) Recognize the relationship between life, play and study and your own behavior, know that you should consciously abide by the rules and requirements, and know that your behavior should not affect others; Actively abide by public order, take good care of public property and keep the environment clean and tidy; Learn to simply evaluate the behavior of yourself and others, and initially understand and analyze the right and wrong behavior; Admit what you did wrong and be willing to correct it.

(5) Master initial communication skills, actively use polite expressions in communication, learn to share and take turns, and have initial polite behavior; Be able to express your wishes clearly and respect the wishes of others.

(6) Know the common articles for daily use and correctly state their names, appearance features, performance and uses; Learn to care for toys, books, living and learning tools.

(7) Understand the labor of adults around, understand the content of labor, the tools used and the social significance of labor, and respect the labor of others; Learn to do what you can, have a preliminary sense of responsibility, and be willing and able to do what you can for yourself, others and the collective; Do things seriously, finish what you started.

(2) In the natural field

3-4 years old

Children like small animals, are willing to participate in the activities of raising small animals, care for flowers and trees, and are willing to water plants; Can perceive the most obvious characteristics of the four seasons, as well as natural phenomena such as rain and snow, and experience the relationship between man and nature such as wearing more clothes in cold weather and wearing less clothes in hot weather; A preliminary understanding that objects can roll, rotate, stop, etc. And the push-pull effect of people on objects; In the process of playing with sand and water, I initially felt the characteristics of sand and water.

4-5 years old

Can observe the common phenomena around in a purposeful and orderly way, can observe some things continuously, and find the differences and changes of things or phenomena; Will use a variety of common materials to conduct simple experiments and make preliminary guesses; I like to participate in the activities of raising small animals, feel the growth phenomenon of animals during the activities, learn to collect feed to feed small animals, and feel close to them. I like to take part in planting activities. In the activity, I felt that plants are alive and growing, learned to water plants and pull weeds, and knew that I should care for plants. Can perceive the obvious characteristics of the four seasons, name the four seasons, compare sunny, cloudy, rainy, snowy and other weather phenomena, and realize that people adapt to climate change by adding or subtracting clothes; Can sense the characteristics and color changes of magnets, stones, soil, air, etc. And the dissolution and ups and downs of objects.

5-6 years old

Learn to observe carefully and intently, observe an object from different angles or for a continuous period of time, find out the simple reasons for things to change, and learn simple reasoning; Take the initiative to participate in the activities of raising small animals and plants, learn some simple labor skills in the activities, consciously care for animals and plants, and know how to cherish life; Perceive the diversity of animals and plants and experience people.

Dependence with animals and plants, and sense the significance of suitable environment to animals and plants, pay special attention to the cleanliness of water, air and soil, sense their influence on the growth and change of animals and plants and people's clothing and life, and observe different weather phenomena (wind, rain, snow, etc. ), find out their relationship with the four seasons, and actively try to adapt to the changes in the weather; Understand the advantages and disadvantages of wind, electricity, water and sun to people, and initially understand the two sides of things; Perception of simple physical phenomena, like to play with the changes and ups and downs of sound, light, magnetism and color, and experience the development and changes of things; Experience the convenience brought by modern means such as transportation and communication tools to people's lives, and boldly imagine the future world.

(3) quantity and time and space

3-4 years old

In operational activities, objects are classified according to their names or some characteristics; Will compare the differences of commonly used quantities (size, length, etc.). ) between 2-3 objects; Will use the corresponding methods to experience more and less (within 4); Can perceive the characteristics of circles, squares and triangles; Know the day, night, morning and night.

4-5 years old

Can compare the differences between things (people, animals, plants, etc.). ) or the differences between objects, and will sort according to the external characteristics, development and change of some things or a simple law; Learn to classify common objects according to one dimension; Understand the relationship between the whole and the parts; Understand rectangle and semicircle, and understand the simple transformation relationship between geometric figures; Will hand mouth consistently count the objects within 10, say the total number, read the numbers within 10, and distinguish between a few and a few; Understand the meaning of yesterday, today and tomorrow, and correctly identify the position before and after.

5-6 years old

Can classify objects from different angles, learn to classify objects in two dimensions at the same time, and have preliminary generalization ability; Learn to record statistical data and natural measurements of things of interest in various ways; Will divide the whole into several parts and experience the relationship between equality and inequality, change and invariance; Learn to compare the differences of three objects, understand the relativity of quantities, and sort them according to the differences of quantities; Through operational activities, we can preliminarily realize the conservation of quantities and graphs. Can count and count in groups within 10, and can write three sentences of oral application questions according to life conditions; Can correctly write Arabic numerals within 10, cultivate their serious and neat writing habits, and learn to recognize plus sign, minus sign and equal sign. If you know clocks, you will see the hour and half an hour, realize the irreversibility of time, and know to cherish time; Learn to distinguish your left and right, and experience the relative position of spatial orientation (up and down, front and back, left and right).

(4) language.

3 years old

Can listen to others or tell stories quietly; Distinguish the easily confused sounds in Putonghua and pronounce most of them correctly; In life and games, I can understand simple verbal instructions and act according to them; Willing to communicate with people in language, able to express their demands and wishes in simple sentences, and able to answer simple questions raised by others; Can recite short children's songs and retell short stories.

4-5 years old

Develop the habit of listening to others and have the ability to act continuously or complete a task according to verbal instructions; Able to communicate with others, willing to speak in public, able to pronounce difficult and confusing sounds accurately, and boldly use various words; Be able to get a preliminary understanding of the work, answer questions accurately and take the initiative to ask questions; Can independently retell short stories, make up stories, recite children's songs and imitate children's songs; In life and games, we will simply comment on the behavior of ourselves and others.

5-6 years old

Listen to others politely, be able to distinguish the difference between tone and intonation, and use it correctly; On the basis of appreciating and understanding the works, I can imagine and experience the scenes and feelings of the works; Reciting poems and retelling stories independently can imitate children's songs and tell them creatively; By observing the whole process of telling an event in an all-round way, we can discuss a topic, explain our own ideas in clear and coherent language, and make a simple summary and comment on our own and others' expressions.

The third section is the process of the formation of children's cognitive ability

The formation of cognitive ability is mainly reflected in the mastery of knowledge and skills, and in early childhood, the mastery of knowledge is the most basic and the prerequisite for the formation of cognitive ability. Children's cognitive ability is constantly enhanced in the process of mastering knowledge. It is the best way to cultivate children's cognitive ability by mastering knowledge. The mastery of knowledge goes through a series of processes, among which understanding, consolidation and application are the most basic three links.

First, the understanding of knowledge

Understanding is the reaction process of human brain to the essential attributes and internal relations of objective things. For children, it is a process of forming and abstracting the intuitive image of new knowledge content, and it is a process of solving the contradiction between knowing and not knowing, that is, the transformation from ignorance to knowing and from shallow to deep.

Understanding knowledge is a cognitive stage and the beginning of mastering knowledge. Without understanding knowledge, there is no real mastery of knowledge. It is impossible to master the problem of addition operation without understanding the knowledge of "sum". Therefore, understanding knowledge is the basis of mastering knowledge, the key link in the process of mastering knowledge, and the premise of consolidating and applying knowledge.

The understanding of knowledge is a process from low to high, which is divided into two stages: perceptual knowledge and rational knowledge.

(A) the stage of perceptual knowledge

The stage of perceptual knowledge is the primary stage of knowing knowledge. The stage when objective things are directly reflected in the human brain is the initial source of cognition. To get an intuitive reflection, we must rely on a certain psychological process to complete it. Such as feeling, perception, appearance, etc.

In kindergarten teaching, to make children really get perceptual knowledge, we should start from the characteristics of children's psychological development. This can be achieved in the following ways:

1. Make full use of intuitive forms to form perceptual knowledge.

Because children's thinking characteristics are mainly concrete, teachers should pay attention to intuitive teaching in combination with children's existing knowledge and experience in order to promote children's accurate perception of materials.

There are three intuitive ways in kindergarten: object intuition, model intuition and speech intuition.

(1) Physical intuition: through the perception of various practical things. For example, if children know vegetables, teachers will show cabbages, radishes and so on. When you know the specimens of dragonflies, observe them. Through physical intuition, children can have feelings and representations about actual things, which will help children understand materials more accurately and stimulate their interest in learning and curiosity.

(2) Visual simulation: through the perception of models and images of actual things. If you know a tiger, you can show a picture of the tiger. If you know a frog, you can show a slide show of the frog. This way can highlight the essential characteristics of things. At the same time, according to the needs of observation, through the ways of "from big to small" and "from dynamic to static", the parts that are difficult to observe are clearly presented to the children to improve the intuitive effect. This intuitive way has increasingly become an important means of modern education and teaching.

(3) Verbal intuition: through visual verbal description, it can arouse children's memory and association, restore related memory representations or arouse children's imagination activities. For example, when telling stories and fairy tales, words are often used intuitively. The use of verbal intuition can make children get rid of the time, place and equipment limitations of physical intuition and model intuition when they perceive materials and understand knowledge. At the same time, due to the general characteristics of speech, the perceptual knowledge provided by speech intuition can form the representation of a class of things in children's minds, which plays a role in drawing inferences from others. Intuitive pronunciation can also help children master pronunciation, vocabulary and grammar in this process and develop oral expression ability.

These three intuitive forms have their own advantages and disadvantages: it is not easy for people to observe the essential characteristics of things, such as the growth process of animals and plants; Intuitive mode easily leads to the imbalance of children's understanding of things; Verbal intuition is not as vivid and real as physical intuition. When using, we should pay attention to combining the three methods to give full play to the best effect.

2. Use the law of perception to improve the perception effect.

Various perceptual laws are the basis of education and teaching for children, which is helpful to improve the effect of children's perception.

(1) Perception Law:

① Law of Difference: It means that the perceived thing must be different from its background. Generally speaking, the greater the difference, the easier, clearer and deeper the perception of objects. For example, displaying velveteen teaching AIDS such as purple eggplant and red apple on white cloth will make these perceptual objects more prominent and enhance the positive factors of perception. This rule is very consistent with children's cognitive characteristics.

(2) Activity method: It means that the perceived object presents an active state on a static background to enhance the perception effect. Moving objects can attract children's attention and stimulate their interest.

(3) Combinatorial law: It refers to separating objects from the background, so that the perceived objects form a meaningful system in content or time and space, which helps children form regular knowledge. For example, it is better for children to know all kinds of animals according to different kinds of animals than to know them in disorder. The law of combination helps children to grasp the characteristics of things, understand the essential attributes of things and deepen their understanding of the observed objects.

(2) the application and education of perceptual laws;

(1) The perceived object must reach a certain and sufficient intensity, so that children can detect and cause clear sensory perception. For example, the teacher's voice should not be too loud or too small, so that every child can hear it; In the experiment, children should not be allowed to smell things for a long time to avoid adaptation.

② We should consider the selectivity of perception and improve the speed of perception. For example, the greater the difference between the object and the background, the easier it is for the object to be perceived; On a fixed background, moving things are easily perceived; The combination form of stimulus itself is also an important condition for things to constitute the perceived object. For example, in visual stimulation, anything with close distance or the same or similar color and shape is easy to become a complete perceptual object; In terms of hearing, the proximity of stimuli in time is also a condition for separating objects from the background.

Teachers should follow the law of perception when giving lectures, writing on the blackboard, making wall charts and using teaching AIDS. For example, when giving lectures, we should emphasize important contents, supplemented by appropriate expressions and gestures. When writing, drawing or drawing a wall chart on the blackboard, we must consider the size, lines, colors and other aspects, and pay attention to setting off the perceptual object with a certain form of background, so that children can clearly understand and easily perceive the perceptual object.

3. Enrich children's life experience and enhance their understanding.

In the process of understanding knowledge, children's perception of things depends on their experience to some extent. Therefore, teachers should make full use of every opportunity to enrich children's appearance and life experiences in all aspects, so as to lay a foundation for understanding. For example, organizing children to visit and broaden their horizons, often reminding children to pay attention to things around them in daily life, enriching children's experience, and helping children understand various materials.