意义发展区和生成型自脚手架

Zone of Meaningful Development and Generative Self-Scaffolding

最近发展区和脚手架等理论可以解释学习、发展和教学指导之间的关系,但都需要考虑教师或成人的在场指导,因此在讨论自主学习或项目式学习相关的学生发展问题时,在某些场景中容易引起混淆。本文提出了拓展点、意义发展区和生成型自脚手架等一些新的概念工具,形成了一个能够描述学习者内部发展过程的新的理论框架,并通过逻辑推理和教学实验实证,论证了生成型自脚手架等概念体系的合理性和存在性。

The theory of Zone of Proximal Development(ZPD) and scaffolding could give a very good explain on the relationship of learning, development and instructional guidance. However, it is easy to cause confusion in some scenarios when discussing the development of students related to autonomous learning or project-based learning, because considering the presence of teachers or adults is a must in the ZPD theory. Therefore, a series of new conceptual tools, such as extension point, Zone of Meaningful Development(ZMD) and Generative Self-Scaffolding(GSS) have been put forward, forming a new conceptual framework that can describe learners’ internal development process. Through logical reasoning and teaching experiments, the existence and the rationality of the GSS and the related new conceptual framework are proved.