From Piaget's Theory Of Cognitive Development In Mathematics New Curriculum Reform

First of all, this article provides an overview of Piaget's theory of cognitive development, summed up the implications of Piaget's cognitive developmental theory to mathematics education, and applying the theory to mathematics new curriculum reform did theoretical analysis and experimental research. In detail compared the traditional view of curriculum and teaching of new curriculum in the view of knowledge and the differences between, and "activities guiding" teaching model for vector in Kunshan city, Zhang Pu middle school teaching experiment to verify that the rationality and feasibility of the new mathematics curriculum, analysis and evaluation of the experimental results, findings suggest that:(1) A new round of leading thought of mathematics new curriculum reform and development of Piaget's epistemology are consistent, have stressed that teaching should adapt to the law of the students ' cognitive development, student activities, of students into full play the main role to promote cooperative learning, paying attention to cultivation of students ' self-regulation.(2) In the "activities of learners" as the carrier of mathematics teaching reform in the way of arousing students ' interest in learning, develop students ' active participation in learning habits, can let students motivated to learn. Student can read, experiment, discussion, exercises are learning activities as intermediaries, made cooperation issues, discuss, experiment, construct knowledge system, promote their cognitive structures development. In this process not only to obtain the appropriate knowledge and skills, and can appreciate the pleasure of learning process, reinforcement learning will, while achieving the knowledge and skills, processes and methods, emotions, attitudes and values of the three dimensional teaching objectives.