Scaffolding and the zone of proximal development: A problematic relationship
Scaffolding and the zone of proximal development: A problematic relationship
复制标题
脚手架和最近发展区：一个有问题的关系
DOI：
10.1111/jtsb.12260
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发表时间：
2020
影响因子：
1.4
通讯作者：
J. Lantolf
中科院分区：
文献类型：
--
作者：
Jiao Xi;J. Lantolf
近四十年来，各种社会科学学科都假设最近发展区（ZPD）和脚手架的隐喻或多或少反映了相同的过程。然而，我们认为，任何相似性往好里说都是部分的，往坏里说是肤浅的。将这些过程等同起来对维果茨基的一般理论没有任何帮助，事实上可能会削弱和削弱该理论的稳健性。为了证明非对等的情况，本文首先概述了维果茨基的心理学方法，其中包括对 ZPD 的广泛讨论，ZPD 不仅作为指导引导发展的活动，而且作为他实验研究方法的关键。接下来是对文献中出现的有关脚手架性质的相关陈述进行批判性审查，推测其与 ZPD 的联系，并凸显了隐喻本身的不足之处，使其失去了作为等效过程的资格。虽然 ZPD 可以理解为包括脚手架文献中描述的交互类型，但它是一个比脚手架更广泛、更稳健的过程，这一点在比较两个过程时显而易见，这是本文结论部分的重点。在比较中，我们总结了所提出的分析，特别是关于每个概念背后的隐喻的含义和相关性。
For nearly four decades, a variety of social science disciplines have assumed that the zone of proximal development (ZPD) and the metaphor of scaffolding reflect more or less the same process. However, we will argue that any similarity is at best partial and at worst superficial. Equating the processes adds nothing to Vygotsky's general theory and in fact may weaken and dilute the robustness of the theory. To make the non‐equivalence case, the paper first presents an overview of Vygotsky's approach to psychology that includes an expansive discussion of the ZPD not only as the activity in which instruction leads development, but also as the key to his approach to experimental research. This is followed by a critical review of the relevant statements that have appeared in the literature on the nature of scaffolding, its presumed link to the ZPD and that brings to the fore the inadequacies of the metaphor itself that disqualify it as an equivalent process. While the ZPD can be understood to include the kind of interaction that is described in the scaffolding literature, it is a much broader and far more robust process than scaffolding, as is made apparent when the two processes are compared, which is the focus of the concluding section of the article. In the comparison we summarize the analyses presented, especially with regard to the implications and relevance of the metaphors underlying each concept.