| 1. | The evolution and recent development of cognitive developmental theory
认知发展理论的沿革与新发展 |
| 2. | Kohlberg ' s cognitive moral development mode and its enlightenment
柯尔伯格的道德认知发展理论及其启示 |
| 3. | The fuzzy - trace theory : a challenge to classical cognitive developmental theories
对经典认知发展理论的挑战 |
| 4. | On dialectics in the theory of children ' s cognitive development by jeam piaget
论皮亚杰儿童认知发展理论中的辩证法思想 |
| 5. | Kohlberg ' s developing theory of moral cognition and its enlightenment on moral education ' s reform in china ' s schools
科尔伯格的道德认知发展理论及其对我国学校德育改革的启示 |
| 6. | According to piaget ' s theory of cognitive development and constructivist learning theory , there are different levels for students " cognitive development
根据皮亚杰的认知发展理论和建构主义学习理论，学生的认知发展具有阶段性，其认知的过程是一个建构的过程。 |
| 7. | Conceptual change theory is based on philosophy of science , piget ' s cognitive theory , ausubel ' s assimilative theory and constructivism . the starting point of the progress of conceptual change is the students " pre - scientific conception
概念转变理论的提出是以科学哲学观点、皮亚杰的认知发展理论、奥苏贝尔的认知结构同化论以及建构主义理论为基础。 |
| 8. | In his book , theory of cognitive development , jean piaget points out " interest is the one common and powerful example of affect at work influencing our selection of intellectual activities " ( quoted in wadsworth , 1989 : 30 )
Piaget的认知发展理论认为兴趣是一种影响人们智力活动选择的最常见也最有力的一种情感类型。他的追随者wadsworth则进一步强调了开发儿童自发兴趣的重要意义。 |
| 9. | The theory of cognition development of swiss psychologist jean piaget ( l896 - 1980 ) emphasized the restricted function of cognition development towards study , and she also emphasized that teaching should meet the needs of students " cognition development
瑞士心理学家皮亚杰( jeanpiaget1896 - 1980 )的认知发展理论，强调认知发展对学习的制约作用，强调教学应该适应学生的认知发展水平。 |
| 10. | The author mainly discusses how to implement them in history education . we introduce theory of moral cognitive development into the practice of history education and try to promote the efficiency of moral education . moral objects have been enriched
笔者就如何在中学历史教育中实施道德教育作了重点探讨，主要是将柯尔伯格的道德认知发展理论及其方法引入我国中学历史教育实践中，尝试以新的方法来增强道德教育的实效性。 |
