Investigation And Research On The Special Courses Of Thinking Education In Primary School

The topic of thinking education has a long history and is a complex problem.This article focuses on the special education practice with the theme of thinking education at the elementary school level,using questionnaires and literature surveys to try to systematically sort out the current state of thinking education in China's primary schools(choose several provinces as example)and some typical research and practice in order to gain some inspiration for further research.Elementary school students are generally in the age range of 6-12 years,and it is the crucial period for the transition from concrete computing to formal computing in the process of cognitive development.As the educational traditions and teaching practices of primary schools in our country are centered on specific knowledge teaching in terms of systems,concepts,and methods,with academic achievement as the main orientation,and the examination system reinforces this orientation also.This is making teachers to pay more attention to teaching it itself.As a result,the development of students' cognitive often does not receive sufficient attention from teachers.Teachers' teaching concepts,teaching methods,and knowledge reserves are all based on this and form path dependence method.Therefore,front-line teachers often adopt these methods that are harmful to the development of students' thinking,squeezing the space for students' cognitive development.Cultivation is scattered in the chain of knowledge teaching.If look at the perspective of the setting of teaching goals at the elementary school level and the regular pattern of students' cognitive development,efficient mastery of knowledge and full development of thinking are often not compatible.The former focuses on the understanding,memory and special application of the subject knowledge,while the latter considers the process,method and general rules of knowledge acquisition,which are essentially different.That is,although the current curriculum reform emphasizes the cultivation of students' thinking ability,but due to various subjective and objective factors,the thinking education is not fully implemented in the teaching practice of primary schools,especially the lack of scientific and standardized special education practice with the theme of thinking in modes and methods.Knowledge teaching and thinking education have always been the two core areas of educational practice.From the theoretical battle between formal education theory and substantive education theory,to the different educational practices of J.Dewey and J.Bruner,the status of thinking education in school teaching floats.Cultivation and acquisition of students' general thinking ability.Chinese fable "Fish and Fishing Theory" is a profound issue worthy of thinking by educators of all time.What needs to be clear is that the main channel of thinking education in primary schools in China is still subject teaching,but today,with the emphasis on the cultivation of students' core literacy and the ability to innovate and create,the importance of special education practice on the subject of academia and frontline educators wide consensus has been achieved,and a lot of reforms,attempts and explorations have been carried out in recent years.As the theoretical research and practice of special thinking education for elementary school has broad and profound practical significance,this article intends to explore this from two aspects of investigation and research,trying to outline the general of the pictures in and beside.The survey was conducted in two parts.First,through the literature to examine several international and domestic cases of special thinking education,compare the various perspectives and orientations,and discuss their methods and characteristics.Then,a questionnaire was used to investigate the practice of special thinking education among primary-line educators in 14 provinces level in China.Starting with aspects such as "Attitude and Will","Understanding and Cognition","Methods and Approaches","Practice and Effects","Development and Expectations".We have initially grasped that the current primary school teachers have generally attached importance to thinking education,but there are still a lot of ambiguities in understanding and practice.Finally,in combination with the development trend of special thinking education at the elementary school level,relevant countermeasures are briefly given.The research in this paper believes that the thinking education practice in the elementary school stage should be closer to the law of cognitive development of this age group.Starting from improving students' thinking literacy,based on the task-driven model of problem solving,the actual hands-on operation and the acquisition of various types of thinking experience adopts practical methods that can take into account both intellectual and non-intellectual factor.This will strengthen brain function,and cultivate good thinking habits,so that they can master certain thinking methods,optimize thinking functions,and improve students' comprehensive thinking ability.At the same time,more attention should be paid to the cultivation of primary school teachers' thinking education literacy,so that knowledge teaching and thinking education can blend with each other and working for the ambitious goal of cultivating and extending students' further achievements.