基于ZPD理论的中学科学课堂教师的中介作用研究

A Study of the Mediating Role of Teachers in Secondary School Science Classrooms Based on ZPD Theory

学校教育决定儿童的认知、社交和个人发展。教师,作为学校功能的承载者,在学生学习和认知发展中起到中介作用。本文旨在探究教师在课堂中使用的中介工具及运用中介工具促进学生知识构建的过程,通过观察美国高中科学老师,指出教师普遍最常用的中介工具为相关性问题和概念性导图。研究结果表明,教师作为重要的中介者,应提供有效的中介工具,促进学生在其发展区域内的知识构建。该研究对基于ZPD理论的教学实践具有指导意义。

School education plays a crucial role in children’s cognitive, social, and personal development. Teachers, as the carriers of the school’s functions, serve as intermediaries in students’ learning and cognitive development. This article aims to explore the intermediary tools used by teachers in the classroom and the process of using these tools to facilitate students’ knowledge construction, based on observations of American high school science teachers. The study indicates that the most commonly used intermediary tools by teachers are relevance questions and conceptual maps. The research results suggest that teachers, as significant mediators, should provide effective intermediary tools to foster students’ knowledge construction within their developmental zones. This study has instructive implications for teaching practices based on the Zone of Proximal Development (ZPD) theory.