(完整word)最近发展区(Thezoneofproximaldevelopment)

ThezoneofproximaldevelopmentThezoneofproximaldevelopmentisoneofthemostimportantconceptofVygotsky’ssocioculturalperspective.Thezoneofproximaldevelopmentistheareabetweenthechild’scurrentdevelopmentlevel“asdeterminedbyindependentproblemsolving"andlevelofdevelopmentthatchildcouldachieve“throughadultguildanceorincollaborationwithmorecapablepeers".Itdescribetheproperlevelchildrencouldachieve.RatherthanseeinglearninganddevelopmentastwoindependentprocessesasPiaget,Vygotskybelievetahttheprocessesrelyoneachother.Wemustteachthechilddependonhisorherdevelopmentlevel.Sothemostimportantthingistoknowthechildren5scurrentdevelopmentlevel.Thus,Vygotskyputforwardtheconceptofthezoneofproximaldevelopment.Fromthedefinition,weknowitisandynamic（动态的）concept.Thatisthezoneofproximaldevelopmentofeachchildisdifferent,andonechild’szoneofproximaldevelopmentindifferentsituationanddifferenttimeisdifferent.Vygotskypointoutthateducationinsomedegreeisdevelopment.Whatwemustcareistheformingdevelopmentprocessratherthanthefinisheddevelopmentprocess.Onlygoingaheadofdevelopmentcaneducationmakethegreatestcontributiontodevelopment.InVygotsky’ssocioculturalperspective,heemphasizetheimportanceofcultureforchildren5scognitivedevelopment,hebelieveedthathumanactivitiestakeplaceinculturalsettingsandcannotunderstoodapartfromthesesettings.Oneofhiskeyideaswasthatourspecificmentalstructureandprocessescanbetracedtoourinteractionswithothers,andcannothappenwithoutothers.Allourmentalstructuresandprocessesareco-constructedduringsharedactivitieswithothers,thentheprocessesareinternalizedbythechildrenandbecomepartofthechildren5scognitivedevelopment.DifferfromPiaget,heemphasizetheimportanceofmorecapablepeoplesuchasteachersandparentsratherthanpeers.Apprenticeshipsisanoldformofteaching,indicatingtheimportanceofteachera.Infact,accordingtothezoneofproximaldevelopmenttheory,workwithclassmateswhoarealittlemorecapableismosthelpful.Thezoneofproximaldevelopmenttheoryismeaningfulineducationalarea.Asateacher,wemustbeclearaboutchildren5scomponent,learningstyleandattitude,temperamentandsoon.Thisisthelevelthestudentsalreadyhave,andwecanforeseethechildren’spotentialabilityaccordingtoit.Thenteachercanarrangepropertasks,neithertooeasynortoodifficult.Teachersgivestudentstheguidancetoleadstudentstofinishthetasks.Aftersomeexercise,teacherletstudentsdoitindependently.Duringtheprocess,studentsmakeprogress.Besides,duringthezoneofproximaldevelopment,studentsaremostcreativityandactive,theyfeelconfidentandinterestedin.Vygotskydiedwhenhewasonly38yearsold,andhehadnothavetimetomakedetaisofhistheory.Manyyearslater,withthelastingeffortsofmanypsychologists,histheoryhasmakegreatcontributiontotoday’seducation,andwidelyacceptedasoneofthemostimportanttheoryineducation."Scaffolding”isoneofthemostimportantapplicationofhistheoryinrecentyears.ItwasputforwardbyAmericaneducationalpsychologistBrunerdependingonthezoneofproximaldevelopment.Actually,scaffoldingisteacher’sappropriatehelpduringstudents5learningprocess.Children5simmatureabilitydonotparticipateinproblemsolving.Thenteachercanhelpstudentsthroughofferingscaffolding.Theformofscaffoldisvarioussuchasteacher’sdemonstration,implication,askingquestionsandsoforth.Whateverscaffoldingweoffer,wemustofferittimelyandremoveittimelytoo.Wecanneitherdoeverythingforstudentsnorleavethemallalone.Thescaffoldwillnotmakethetaskeasier,butstudentscancompletethetaskwithit.Scaffoldingincludesthreelinks:etudes,explorationandexcursion.Etudesisthebeginningofteaching,andteacherofferproperscaffoldingtostudents.Thenstudentsestablishgoalsandexplore.Duringthis,teachercanofferguidance,prototypeoftheproblem,tofeedbacktheoutcome,buttoaddexploratorycompositionatthesametime.Afterthatteachercanletstudentsdeterminethedirectionoftheproblemontheirown.Onlyinthezoneofproximaldevelopment,canscaffoldmakegreatestcontributiontochildren5sdevelopment.Anotherapplicationofthezoneofproximaldevelopmentisinteractiveteaching.AccordingtoVygotsky,interactionwithothersistheoriginofindividualthinking.Creatinglearningsituationbetweenclassmateorteacherisnecessary,andstudentscansolveproblemswitheachothers'help.TheydevelopthemselvesthroughdiscussionandcooperationTeacherscanusedifferentstrategiestohelpstudentswiththeirproblemsolvingandlearnthroughinteractionswithothers.Personallythinking,withthedevelopmentofinformationtechnology,thecommunicationwithcomputerswillbecomemoreandmoreimportant.Teacherscanusecomputerprogramstohelpstudentsachieveintheirpotentialdevelopmentlevelinthezoneofproximaldevelopment.Playinggamesisanexcellentformofinteraction.Forchildren,gamesarenotonlyforfun,theydeveloptheirlanguage,schemasandculturetoolsatthesametime.Thechildrenhavesimilardevelopmentlevelandsolveproblemswitheachother’shelp.Besides,theyenjoythemselvesatthesametime.Everyteachershouldknow,allworksandnoplaymakesJackadullboy.AsfarasI'mconcerned,accordingtothezoneofproximaldevelopmenttheory,wecanprobablydividestudentsintoseverallevelsineachgrade.Studentsinthesameclasshavesimilardevelopmentlevel.Thus,teachercanuseproperstrategiestoteachthembasedontheirzoneofproximaldevelopmentandthetaskswillneithertooeasynortoodifficultforallstudents.Butitisnottosay,weadoptdifferentattitudestowardsdifferentstudents.Everyteacherforstudentsmustbeexcellent.Besides,wemustknow,everystudentisdeveloping,andwemustusedifferenttwaytoteachthematdifferenttimetomakesureitisgoodfortheirdevelopment.Afterall,Vygotsky’stheoryhasitslimitations.MillerhadpointedouttwodisavantagesofVygotsky’sthezoneofproximaldevelopmenttheory.Firstly,itonlyofferstheinformationofthewidthofthisareaandhasnotgivepreciseexplanationofthechildren5slearningability,styleanddevelopmentlevelwhencomparedtoeachotherwhichisofgreatimportance.Secondly,itisquitedifficulttomeasurethezoneofproximaldevelopment.Despiteofitsweakness,Vygotskyhasactuallymakegreatcontributiontoeducationandpsychologywhichwecan'toffordtoignore.