“可能發展區”概念的新詮釋及其對幼兒教育的啟示

Vygotsky's Zone of Proximal Development and It's Implication on Childhood Education

李長燦(Charng-Tsang Lee)

《幼兒保育學刊》 1期 (2003/08) Pp. 1-18

https://doi.org/10.6433/JCC.200308.0001

摘要

Vygotsky在檢討傳統心理學對於學習與發展的主張之後，提出「可能發展區」概念，強調學習或教導對於兒童發展的正向功能，肯定教導兒童的必要性，引起許多教育學者的重視和探討。但是，Vygotsky並未具體說明何種方式才能引導兒童發展潛能，因此，學者們做了不同的詮釋與在教學上的應用。本研究之目的在於評析學者們不同的詮釋與應用，進而提出「可能發展區」概念的新詮釋。本研究對於「可能發展區」概念之新詮釋包括：建立反省的社群、共同的活動、發展高層次心理功能、創造意義的活動、學習與發展是相輔相成的關係。最後，根據新詮釋說明對幼兒教育的啟示。

關鍵字

可能發展區 ； Vygotsky ； 鷹架 ； 建構區 ； 幼兒教育

並列摘要

Vygotsky had an insight on the relationship of learning and development, with his zone of proximal development concept (ZPD). Although he gave emphasis on instruction, he had no any concrete ideas on instructing children. Many researchers study the ZPD concept and then give several interpretations, including scaffolding, construction zone, and four stages of the ZPD. There are some limits of these interpretations. The study give the ZPD concept new interpretations: building a reflective community, joint activity, develop higher mental function, making sense activity, and the relationship of learning and development is a dialectical unity. Then the study discuss some implications on childhood education.