| “最近发展区”的多重解读及其教育蕴涵 |
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| 引用本文： | 何善亮.“最近发展区”的多重解读及其教育蕴涵[J].教育学报,2007,3(4):29-34. |
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| 作者姓名： | 何善亮 |
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| 作者单位： | 南京师范大学,课程与教学研究所,江苏,南京,210097 |
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| 摘 要： | “最近发展区”是维果茨基社会-文化-历史理论的一个标志性概念,也是我们解决教学与发展问题的重要理论基础。对“最近发展区”概念从“认知”、“文化”、“社会”、“教育”和“人学”等角度进行多维透视,不难获得“脚手架”隐喻、情境认知、实践参与、好的教学、人的生成等多方面的启示。它为我们解决教学的准备性与发展性问题指明了具体的思路,也为我们开展有效教学找到了具体的切入点。
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| 关 键 词： | 教育理论 "最近发展区" 脚手架 概念转变 实践参与 好的教学 人的生成 |
| 文章编号： | 1673-1298（2007）04-0029-06 |
| 修稿时间： | 2007-05-31 |
A Multi-interpretation of ZPD and Its Educational Implication |
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| HE Shan-liang.A Multi-interpretation of ZPD and Its Educational Implication[J].Journal of Educational Studies,2007,3(4):29-34. |
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| Authors: | HE Shan-liang |
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| Institution: | Institute of Curriculum and Instruction, Nanjing Normal University, Jiangsu Nanjing Z10097, China |
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| Abstract: | Zone of Proximal Development(ZPD)is a signal concept in Vygotsky's theory of social,culture and history.It is also an important theoretical basis for solving instruction and development problems.By analyzing the concept of ZPD in terms of cognition,culture,social,education,and human theory,we can get implications in the aspects of "scaffold" metaphor,scene cognition,practice participation,good teaching and human cultivation.It gives us some specific idea for solving teaching problems related to preparation and development.And it helps us find a way for effective teaching. |
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| Keywords: | teaching theory ZPD scaffold concept shift practice participation good instruction human cultivation |
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