人类发展的文化本质barbararogoff.pptVIP

人類發展的文化本質Barbara Rogoff 第二章 討論”危險遊戲” 看完片子之後,你覺得… 這群學生有什麼問題? 學校有什麼問題? 教育制度有什麼問題 你跟老師是局內人還是局外人的關係? 你跟學生是局內人還是局外人? 如何了解學生?有效的教育方式? 傳統心理學 Piaget Vygotsky 人類發展 人類在發展過程中如同文化社群的參與者 以人類所處的社群的文化實踐和社群的狀態來理解人類的成長與改變! Bronfenbrenner 生態系統 想一想 Bronfenbrenner 生態系統有什麼瑕疵? 如何了解這4個系統間的相關性? The Zone of Proximal Development The Zone of Proximal DevelopmentAmerican Analogies The Zone of Proximal DevelopmentAmerican Analogies * * Bronfenbrenner 生態系統 微系統 例: 中間系統 外在系統 大系統 例 俄羅斯娃娃 大系統 外在系統 中間系統 微系統 Vygotsky defined the Zo-ped as the difference between a child’s “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” (p. 46) Actual developmental level as determined by independent problem solving. Actual developmental level as determined through problem solving under adult guidance or in collaboration with more capable peers The Zo-Ped Zo-Peds as Scaffolding The basic notion of scaffolding is that adult tutorial interventions should be inversely related to the child’s level of task competence—e.g., the more difficulty a child has in achieving a goal, the more directive the interventions should be. Actual developmental level as determined by independent problem solving. Actual developmental level as determined through problem solving under adult guidance or in collaboration with more capable peers Scaffolding ZO-PEDS VS. Scaffolding The notion of scaffolding becomes problematic when one focuses not on the execution of a specific task but on the changes in the child. Central to the notion of scaffolding must be the understanding that the discovery of new goals is central to the process of development, and to capture the important way in which adult understanding of goals structures the sequence of activities the conception of scaffolding must include architects and foremen to the building process it references. Actual develo