Distributed Scaffolding: Scaffolding Students in Classroom Environments
Distributed Scaffolding: Scaffolding Students in Classroom Environments
复制标题
分布式脚手架：在课堂环境中为学生提供脚手架
DOI：
10.1007/s10648-021-09636-3
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发表时间：
2021
影响因子：
10.1
通讯作者：
S. Puntambekar
中科院分区：
文献类型：
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作者：
S. Puntambekar
本文追溯了脚手架结构的起源，将其置于理论历史背景中。本文讨论了维果茨基的近端发展区（ZPD）与脚手架概念的联系，并阐明了脚手架与脚手架的区别。然后，本文提出了一个讨论的变化，脚手架的概念已经经历了，特别是当它涉及到支持学生在课堂上。在一个教师支持多个学生的教室里，脚手架分布在各种工具和社会脚手架上。分布式脚手架的概念进行了讨论，描述了学生在教室里可能会支持各种工具和社会脚手架。然后，本文介绍了各种分布和工具和社会支架之间的相互作用，需要考虑在课堂环境中支持多个学生。最后，分布式脚手架讨论参考脚手架的关键特征，特别是褪色和转移的责任。
This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky’s Zone of Proximal Development (ZPD), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially when it comes to supporting students in classroom contexts. In classrooms where one teacher supports multiple students, scaffolding is distributed across various tools and social scaffolds. A discussion of the notion of distributed scaffolding is presented, to describe how students in classrooms may be supported by various tools and social scaffolds. The paper then introduces the kinds of distribution and interactions between tools and social scaffolds that need to be considered to support multiple students in classroom contexts. Finally, distributed scaffolding is discussed with reference to the key features of scaffolding, especially fading and transfer of responsibility.