新维果茨基学派主导活动理论述评  

Review on the Leading Activity Theory of Neo-Vygotskians

作　　者：潘庆玉[1] 

机构地区：[1]山东师范大学文学院,山东济南250014

出　　处：《山东师范大学学报（人文社会科学版）》2011年第6期133-141,共9页Journal of Shandong Normal University(Humanities and Social Sciences)

基　　金：作者主持研究的教育部人文社会科学研究青年基金项目"基于认知工具理论的课堂教学研究"(09YJC880064)的阶段性成果

摘　　要：新维果茨基学派继承并发展了维果茨基的儿童发展理论,把儿童的认知、动机与社会性发展整合成一个统一模式,提出了儿童发展的主导活动理论。从出生到成年,儿童先后发展出下列主导活动:与照看者建立的情感交际(0—1岁);以实物操作为中心的共同活动(2—3岁);社会戏剧游戏(3—6岁);教育环境中的学习活动(儿童中期);同伴互动(青春期)。该理论辩证地解释了儿童从一个发展阶段转向下一个发展阶段的过程和机制,但对自主活动及遗传在儿童发展中的作用有所忽视。The neo-Vygotskians have carried forward Vygotsky＇s theory on children＇ s development, integrating children＇s cognition, motivation, and social development into a uniform model. They argue that the development through the lifespan of children goes through five leading activities in sequence as Emotional Communication with Caregivers （ first year of life）, Object-Centered Joint Activity （ Second and Third of Life）, Sociodramatie Play （Three-to Six-Year-Olds） Learning in Educational Settings （The Period of Middle Childhood）, and Interaction with Peers （The Period of Adolescence）. The neo-Vygotskian model of children＇ s development dialectically interprets the process and mechanism of children＇ s development from one period to another, but neglects the role of independent activity as well as heredity in child development.

关 键 词：维果茨基 新维果茨基学派 儿童发展理论 主导活动 

分 类 号：G40[文化科学—教育学原理]