最近发展区理论.ppt

最近发展区理论 维果斯基 维果斯基的简介 维果斯基（Lev Vygotsky，1896-1934），前苏联心理学家，“文化-历史”理论的创始人。1917年毕业于莫斯科大学法律系和沙尼亚夫斯基大学历史哲学系。1924年到莫斯科心理研究所工作。维果斯基对人的高级心理机能进行了研究，并在1925年发表了《意识是行为主义心理学的问题》，明确提出研究意识问题对科学心理学的重大意义。1934年维果斯基因患肺结核逝世，年仅38岁。维果斯基一生留下180多种著作，其心理学思想至今仍有很大影响。 Origins The concept of the zone of proximal development (often abbreviated ZPD )was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students intelligence. Vygotsky argued that rather than examining what a student knows to determine intelligence, it is better to examine their ability to solve problems independently and their ability to solve problems with the assistance of an adult. Introduce the zone of proximal development Vygotsky stated that a child follows an adults example and gradually develops the ability to do certain tasks without help or assistance. Vygotskys often-quoted definition of zone of proximal development presents it as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. Vygotsky among other educational professionals believes the role of education to be to provide children with experiences which are in their ZPD, thereby encouraging and advancing their individual learning. 最近发展区理论 该理论是维果斯基对教学与发展关系问题的最主要理论，他把个体的发展水平分为两种，第一种水平是现有发展水平即由于一定的已经完成的发展系统的结果而形成的心理机能的发展水平；第二种是“潜在发展水平”指在有知道的情况下借别人的帮助所达到的解决问题的水平即人们平时所讲的“潜能”这就是“最近发展区”。 Improvements of ZDP The ideas of Vygotskys ZPD originally were used strictly for ones ability to solve problems, Tharp and Gallimore point out that it can be expanded to examining other domains of competence and skills. These specialized zones of development include cultural zones, individual zones, and skill-oriented zones. Of these skill-oriented zones, it is commonly believed among early childhood development researchers that young