学习支架何以促学——基于皮亚杰与维果茨基思想的综合视角  

How to Promote Learning with Scaffolding?A Comprehensive Perspective Based on Piaget's and Vygotsky's Thoughts

作　　者：王艳芝 张春莉[2] WANG Yanzhi;ZHANG Chunli(Shandong University of Technology,Zibo 255000;Beijing Normal University,Beijing 100875)

机构地区：[1]山东理工大学马克思主义学院(教师教育学院),255000 [2]北京师范大学教育学部课程与教学研究院,100875

出　　处：《教育科学研究》2024年第11期76-82,共7页Educational Science Research

基　　金：中国高等教育学会2023年度高等教育科学研究规划课题“中国特色循证教师教育教学论体系构建研究”(23JS0313)的成果之一。

摘　　要：支架式教学作为一种建构主义教学模式,符合新课程改革的发展诉求,是突破课堂教学困境的有益探索。基于皮亚杰的发生认识论和维果茨基的社会文化活动理论,论述了学习的认识过程,阐明了学习支架作用于学习过程的基本原理,即学习支架作为促进中介活动的工具,为学生学习的内化和反思性抽象过程创造条件。从基本立场、目标定位、作用空间、核心策略入手,对学习支架如何才能促进学生的发展进行了整体阐释。Scaffolding teaching, as a constructivism teaching mode, conforms to the development demands of the new curriculum reform and is a beneficial exploration to break through the difficulties of classroom teaching. Based on Piaget's Genetic Epistemology and Vygotsky's Sociocultural and Activity Theory, this paper discusses the cognitive process of learning and elucidates the basic principle of the role of scaffolding in the learning process, which is, scaffolding serves as a tool to promote intermediary activities, creating conditions for students' internalization and reflective abstraction processes. Finally,a comprehensive explanation was provided on how scaffolding can promote student development from the perspectives of basic standpoint, goal orientation, action space, and core strategy.

关 键 词：学习支架 维果茨基 最近发展区 皮亚杰 发生认识论 

分 类 号：G441[哲学宗教—心理学]