文章基本信息

标题：Teacher’s Instructional Behaviour in Instructional Management at Elementary School Reviewed from Piaget’s Cognitive Development Theory
本地全文：下载
作者：Ni Putu Eni Astuti
期刊名称：SHS Web of Conferences
印刷版ISSN：2416-5182
电子版ISSN：2261-2424
出版年度：2018
卷号：42
页码：1-9
DOI：10.1051/shsconf/20184200038
语种：English
出版社：EDP Sciences
摘要：This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classified the cognitive development into concrete operational marked by the use of clear and logic rules. The children implement logic thinking on concrete object, yet abstract or hypothetical. Although the intelligence of this step has been advanced, the way of thinking of the children is still limited because still based on concrete object. Therefore, teacher should comprehend the importance of concrete operational instructional at elementary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire. The suggestion that can be proposed is that the teacher should synergize the characteristics of elementary school students in concrete operational stage with the instructional readiness in the steps of planning, implementation and evaluation.
关键词：teacher’s instructional behavior;concrete operational stage