人類發展的文化本質
Barbara Rogoff
第二章
討論”危險遊戲”
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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
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微系統 例:
中間系統
外在系統
大系統
例 俄羅斯娃娃
Bronfenbrenner 生態系統
微系統
中間系統
外在系統
大系統
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
Actual developmental
level as determined by
independent problem
solving.
The
Zo-Ped
Actual developmental
level as determined
through problem
solving under adult
guidance or in
collaboration with
more capable peers
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)
The Zone of Proximal Development
American Analogies
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.
The Zone of Proximal Development
American Analogies
Directing Goals
Goals
ZO-PEDS VS. Scaffolding
Defining
Goals
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.