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随着维果茨基提出最近发展区理论,脚手架(scaffold)一词正式地概念化,进而被广泛地应用于教育研究中,脚手架概念的三项要素为分析诊断(diagnosis)、针对性指导(calibration)和淡出(fading)。笔者选取了国外知名期刊“Instructional science”及“Education Technology Research Development”2005年至2009年所有关于脚手架研究的专刊文章,发现国外关于脚手架的研究集中在检验脚手架有效性的问题上,围绕所设计的脚手架用于支持什么(wha)t,什么时候提供这种支持(when),如何提供这种支持(how)以及由谁或什么来提供这种支持(whom or wha)t展开研究,特别值得注意的是国外研究者采用实验法来展开研究的思路值得借鉴,因此,本文选取了Azevedo等人开展的一个针对自主学习能力培养的系列研究作为分析对象,探析在脚手架研究中使用实验研究法的框架和思路,以丰富国内关于脚手架研究的成果。
As Vygotsky puts forward the theory of recent development zones, the term scaffold is formally conceptualized and thus widely used in educational research. The three elements of the scaffolding concept are diagnostic, ) And fading. The author selected all the famous articles in the foreign countries such as “Instructional science” and “Education Technology Research Development” from 2005 to 2009 and found that the research on scaffolding in foreign countries focused on the validity of scaffolding. (Wha) t for the design of the scaffolding, when to provide such support, how to provide such support, and who or what to provide such support (whom or wha) It is worth noting that the idea of using the experimental method by foreign researchers is worth learning from. Therefore, this article chooses Azevedo et al. As a series of studies on the cultivation of independent learning ability as the analysis object, and analyzes the use of experiments in scaffolding research Research the framework and ideas of law to enrich the domestic research results on scaffolding.