總之:銀行街模式乃根據皮亞傑的認知發展理論而設計，它的特色在於以師生感情 互動為基礎，而後透過良好的課程設計，環境安排，並經由歡師的教學引導，使幼兒達 到認知的學習。
一 102 一.
皮亞傑的認知發展理論及其在幼兒歡育土的意義
【附註】
註一: H. Ginsburg &. S. Opper : Piaget I S theory of intellectur叫， develop-ment An Introductior1 . New J ersey Prentice-Hall
,
Inc-, 1969 pp.218-219
註 二:引自 J. Leo , "From Mollusks to Moppets Jean Piaget , 1896-1980, ~
Time , September 29, 1980,P .42.
註三: J. Kag剖n ， " Jean piaget I s Contribution 恥， Phi Delta Kappar1 , De-cember , 1980 ' P. 246.
註 四:王文科，認知發展理論與教育，五南圖書出版公司，民國七十三年，頁八。
註五1. Piaget , Genetic Epis temology . New York : W. W. Norton &.Co., 1971 , P.1.
註 六: 1坐坐.， P.13.
註 七: 1型且.， P .15.
註 八:同註凹，頁七十九
註九 Barrg J. Wadsworth
,
J • Piaget' s theory of Cognitive Development,
2nd edition . New York ~ Longman
,
1919,
pp. 11-13.註十 Ibid.
,
P .15.註十一: 1且生，P.17.
註十二 J. Piog'肘， Structuralism. London :Routledge and Kegan Paul , 1971
,
pp. 6-16 。註十三:同註四，頁一 0 五。
註十四: J. Pi 想et , "Development and 1臼 ming 九 in R. G. Good (ed.) 豆豆二
ence"&Children, Dubuq肘， Iowa , W.M. C. Brown Co., 1~72 ， P.125.
註十五1. Piaget,Genetic Epistemology . op. ci t ., p. 17.
註十六:同註四，頁一四丸。
註十七 J. Piag'叫， Six Psychologi臼1 Studies . New York :Random House , 1967' P.l1.
註十八 J. Piag，肘，，The Origins of Intelligence in child, New York Inter-national Ulniversities Press
,
1952,
p.154 .157 •註十九 Ibid. ， P .182.
註二十 J. Piaget, Play, Dreams and Imitation inChildh90d. New York :W.
W. Norton, 1962 , pp.18-29.
註二十一 J. Piaget , The Origins of Intelligence jn Child . op. cit., P.
226.
註二十三 J.Piaget ， ThePsychology of Intelligence. Totowa,N.J. :Litt1e\f..:
一 103 一
師大學報 第卅一期
起盟， Adams &ω. ， 1976 , pp. 106-107.
註二十三 Ibid. ， pp.1l9-139.
註二十四J. Pi 啥叫，訂閱 Child and Reality . New York Penguin Books,1976, P.73
註二十五1. J ohn L. Phi1l i阱， Jr., Piaget 's Theory :A Primer , San F rancisco : W. H. Freemen Press
,
1981,
P.75.Z 同註四，頁一九三。
註二十六:同註四，頁一九四一三O 二﹒
註二十七 J. Piaget ，且些 Psychology of Intelli個lce. op. ci t., P. 160 .
註二十八:同註四，頁二二二一二三四。
註二十九 J. Piaget , Logic and P sychology. New York Basic Books, 1955, P.9 '
註三十:同註四，頁二五六。
註三十一 J. Piaget ，砂 InteIlectual Evolotion from Adolescence to Adu1t砂., H-Human Development, Vol. I5 ， T972 ，即 .1-12
註三十二: R. G. Good : Sciellçe & Children, Reading In elementary science edu-cation , W. M C. Brown Company Publishers, Dubuque , Iowa,1972
,
P.I08 。註三十三:同註四，頁三二一。
註三十四:同上註，頁三四三一三五二。
註三十五 Herbert Ginsburg & Sylvia Opper,Piaget' s Theory of Intellectual Developmenr. Englewood Cliffs, New J ersey: Pr口ltice - Hall, lnc., 1969
,
P .220 。註三十六 R. G. Good ，旦旦二主it. ， pl06
註三十七 J. Piaget & B. Inhelder : The Psychology "of Child. New Yovk Ba-sic Books
,
1969 ，P.157 。註三十八I. Bar加ra Biber ，、Devel叩lllÉmtal Interaction Approacn Bank street of Col1ege of Education, '( m. M. C. Day & R. K. Parker (eds) ，]豆豆
Preschool In: Action Boston : AIlyn & Bacon, 1977 .pp.423 '" 460.
2Margery B. Franklin& Barbara Biber, ,\ P,sychological Perspectives and, Early Childhood Education : Some Relation Between Theory ar吋 Pract ic:e ，砂 in Lilian G. Katz (ed.), Current TOpics in Early Chil dhood Education , VQl. 1., Norwood, New Jersey Ablex Publishing
Co. 、 1977 ， P.19.
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皮亞傑的認知發展理論及其在幼兒教育上的意義
PIAGET'S COGNITIVE DEVELOPMENTAL THEORY AND ITS IMPLlCATION TO EARL Y CH I LDHOOD EDUCATION
by Tsao-Feng Lin
Abs仕act
Jean Piag仗， a Swiss epistemologist, is famous for his research of children's cognitive development. He focuses his study on intellectual development, therefore, his theory is named
“
theory of intellect" or“
theory of intelligence" This study is mainly to researchPiaget' s ∞gnitive development theory and analyze its application to early childhood educa-tíon.
Theoratical analysis method is used. First, the source of thoughts of Piaget is explored.
Second, his fundamental concepts such as schmata, assimilation, accommodation, equili-brium, cognitive structure, cognitive function, and cognitive content are analyzed. Third 、
the
“
Theory of stage (period)" including sensory-motor period, preoperation period, con-crete operation period and formal operation period is studied. Fourth, some influeI1ces from his theory are offered as follows.1). The goal of early childhood education is to cultivate creative power of children.
2). Curriculum design must match the order of cognitive developmental period.
3). Teaching strategies should be based entirely upon children.
4). Cognitive conflict hypothesis is applied to instruction and focused on the balance of self-regulation.
5). Social interaction is used for devising teaching strategies.