Theoretical Construction And Positive Research Of Cognitive Model In Children's Solving Subject Problems

The research on children's cognition and its development has been the focal and difficult point in psychology research. The research achievements are of very important theoretical significance and applied value.First of all, this research summarizes large quantities of related research achievements home and abroad, and discovers that views on cognitive process and cognitive structure (or cognitive component) among existing researches lack severely by non-dialectical views. So, this research puts forward the dialectical viewpoints that cognitive process and structure are of separation and causality. On that basis, this research constructs cognitive process model and cognitive construction model(MOSD) of children's solving subject problems in accordance with unilateral problems, in basic cognitive research theories and fundamental methodology among contemporary children, in the light of problems absent of integration in research methodology, from deep-level discussion of psychological substance and internal mechanism, and with the cognitive theories and teaching practice in children's solving subject problems as the research key points. It also testifies the cognitive process model and cognitive structure model of children's solving subject problems from various aspects, i.e. organic and synthesized application of protocol analysis, explorative and verifiable factor analysis, and eye movement analysis. It is proved tat this is an effective cognitive model.Furthermore, in connection with concrete problems of children's cognitive development in practical teaching, this research puts forward a teaching concept of "high efficiency" with the transfer of three cognitive components i.e. children's meta-cognition, schema and operation as the main teaching aim. It is argued that the goal of cognitive teaching lies on promoting effective learning and thinking among children. So, this research holds that, in teaching practice, students should be cultivated to "five levels", i.e. conceptualisation, conditionalization, construction and automation, in constructing different strategic semantic knowledge, non-strategic semantic knowledge, non-strategic procedural knowledge and non-strategic procedural knowledge. It is also proposed that, while promoting three components in children's cognition to the full, fine teaching conditions should be created, "close coordination" among three meta-cognition-centred components should be accelerated positively, so as to reach the optimisation of cognitive structure.The results of this research have essential theoretical significance and applied value. The major conclusions are:I. The psychological essence in solving problems is the reconstruction of the original cognitive structure by the problem solver. The internal mechanism of problem solving is the continuous two-way constructing process if internal and external representations of the problem solver who is affected by three functional cognitive components, i.e. schema, operation and meta-cognition.II. The cognitive process and structure in children's solving subject problems are a unity of separation and causality. Therefore, it should be looked at and studied dialectically.i. From the single point of view of pure cognitive process, the essence of the cognitive process hi solving subject problems is the transformation of internal representations in individuals' heads.ii. From the single point of view of cognitive structure, the essence of the solving subject problem is the result of three functional cognitive components (i.e. meta-cognition, operation and schema affecting problem solving. The three cognitive components are a organic integration).iii. From the point of view of the causality between cognitive component and process, the cognitive process in problem solving is formed through integrated participation and coordination. Hence, the essence of the process is the transfer of the three cognitive components.iv. From the methodology hi solving cognitive research problems, the cognitive process of solving...