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现代教学论认为,学生发展可分为两种水平:第一种是现有发展水平,由已经完成的发展结果所形成,表现为学生能独立解决相应的智力任务;第二种是潜在发展水平,叫最近发展区,指的是处在形成状态和刚刚成熟的发展过程,表现为学生还不能独立地解决某些任务,但在他人的指导、帮助和影响下,通过模仿能够完成这些任务。教学要走在学生发展前面,建立在学生的潜在发展水平之上,运用教学促进学生发展,并以发展带动教学。
Modern teaching theory holds that student development can be divided into two levels: The first is the current level of development, which is formed by the results of the development that has been completed. It is manifested in that students can independently solve the corresponding intellectual tasks; the second is the potential level of development. The recent development zone refers to the state of development and the just-developed development process. It shows that students cannot solve certain tasks independently. However, under the guidance, help, and influence of others, these tasks can be accomplished through imitation. The teaching must be in front of the students’ development, based on the students’ potential level of development, use the teaching to promote the students’ development, and use the development to drive the teaching.