Orr J
Nurse Educ Today. 1991 Feb;11(1):65-9. doi: 10.1016/0260-6917(91)90127-v.
The author outlines the relevant aspects of Piaget's theory of cognitive development and argues that, far from being restricted to childhood development, the theory has relevance for adult learners. An attempt is made to demonstrate the importance of practice within the educational framework of the student who is learning to become a nurse. It is argued that emphasis should be placed upon the provision of environments which allow the student to practise the schemas which he already possesses in order to provide opportunities for the elaboration of these schemas. Piaget's view that the existence of 'schema is motivation in itself' and the environment is important insofar as it should be geared to 'match' the classroom experiences of the student with the student's ability to respond to them, is outlined; with the contention that the most important means of growth is through action and through operations that the student himself performs on the environment. The author concludes with a note of caution for curriculum planners in a Project 2000 scenario who may promote theory at the expense of practice.
作者概述了皮亚杰认知发展理论的相关方面，并认为该理论远非局限于儿童发展，对成年学习者也具有相关性。文中尝试论证实践在正学习成为护士的学生的教育框架中的重要性。有人认为，应着重提供环境，让学生能够运用其已有的图式进行实践，以便为这些图式的细化提供机会。文中概述了皮亚杰的观点，即“图式本身就是动机”，而环境之所以重要，是因为它应旨在使学生的课堂体验与学生对这些体验的反应能力“相匹配”；同时还提出论点，即成长的最重要方式是通过行动以及学生自身对环境进行的操作。作者最后向“2000计划”情景下可能以牺牲实践为代价来推广理论的课程规划者提出了警告。
