1896–1934 Lev Vygotsky Russian psyc

1896–
1934 Lev Vygotsky Russian psychologist, originally a teacher and literary scholar. He wrote Thought and Language and Mind in Society. He put forward that social interaction plays a fundamental role in the development of cognition. It would help the learners construct understanding in groups which wouldn't be possible if they study alone. Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s mental structure. A more experienced partner (whether peer or teacher) is able to provide “scaffolding” of the subject matter to support the student’s evolving understanding. Another aspect of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a “zone of proximal development”. This “zone” is the area of exploration for which the student is cognitively prepared, but requires help and social interaction to fully develop. He stated that students need socially rich environments to explore subjects with teachers and peers. Opportunities to work with more experienced peers are especially important to help the student develop a higher level of cognitive functioning. Support for learning can also come from instructional practices such as graphic organizers, guided practice.
1915- Jerome Bruner American psychologist. He wrote The Process of Education(1960), which emphasized curriculum innovation grounded in theories of cognitive development. He believed that Learning is an active, social process in which students construct new ideas or concepts based on current knowledge. He stated that a variety of teaching methods, many choices available to the students, and multi-age peer groups all facilitate learning. The students selects information, originates hypotheses, and makes decisions in the process of integrating experiences into their existing mental constructs. The implication of his theory for teaching is that the teacher should encourage the students to discover principles by themselves; the teacher and students should actively discuss issues and concepts; the teacher must translate information to be learned into an appropriate form to the learner’s current state of understanding.

結果 (中文) 1:

1896 — —1934 维果茨基俄罗斯心理学家，原来是一名教师和文学的学者。他写了思想、 语言和思维的社会。他提出，社会互动的认知发展中的基本作用。它会帮助学习者建构理解就不会有如果他们独自学习的组中。维果茨基认为一切都习得在两个层面上。第一，通过与他人交往，然后集成到个体的心理结构。一个更有经验的合作伙伴 (是否同行或老师) 是能够提供"脚手架"标的物来支持学生的不断变化的理解。维果茨基的另一个方面是理论的认知发展的潜力是理论的有限的"最近发展区"的想法。这"区"是的勘探的学生是认知上的准备，但需要帮助和社会的互动，充分发展的领域。他说，学生需要社会上丰富的环境，去探索学科与老师和同学。合作机会，以更富经验的同辈是尤其重要的是要帮助学生培养更高层次的认知功能。对学习的支持也可以来自教学实践等图形组织，指导实践。1915-杰罗姆 · 布鲁纳美国心理学家。他写了过程的 Education(1960)，其中强调课程创新植根于认知发展理论。他认为学习是一个积极、 社会的过程，在其中学生构造新的想法或概念基于当前的知识。他说，各种教学方法，提供给学生，很多选择，多年龄同辈群体促进学习。学生选择信息、 起源假说，并使经验融入他们现有的心理构造的过程中的决定。他对教学的含义就是理论的老师应该鼓励学生通过自己; 发现原则老师和学生应积极讨论问题和概念;老师必须翻译成适当的形式，对学习者的当前状态的理解学会的信息。

結果 (中文) 3:

1896–1934利维果茨基俄罗斯心理学家，原来老师和文学学者。他在社会中写下思想和语言和思想。他提出社会交往在认知发展中起着基础性的作用。这将有助于学习者建构理解，如果他们单独学习是不可能的。维果茨基认为所有的事情都是在2个层次上学习的。首先，通过与他人的互动，然后整合到个体的心理结构中。一个更有经验的合作伙伴（无论是同行或教师）是能够提供“脚手架”的主题，以支持学生的不断发展的理解。维果茨基理论的另一个方面是，认知发展的潜力是有限的“区域的近端发展”。这个“区”是探索，学生认知准备的地区，但需要帮助和社会相互作用的充分发挥。他指出，学生需要在社会丰富的环境中探索与教师和同行的主题。与更多有经验的同龄人合作的机会，特别是重要的，以帮助学生发展更高层次的认知功能。支持学习也可以来自教学实践，如图形组织者，指导实践。1915 -布鲁纳·杰罗姆美国心理学家。他写的过程中，教育（1960），强调课程改革的认知发展的理论基础。他认为，学习是一种积极的、社会化的过程，学生在当前的知识基础上建构新的思想或概念。他指出各种各样的教学方法，对学生提供很多选择，和多同龄人群体都有利于学习。学生选择信息，源于假设，并在整合经验的过程中，将经验到他们现有的精神结构。教学理论的启示是：教师应鼓励学生自主发现原则；教师和学生应积极讨论问题和概念；教师应将信息翻译成一种恰当的形式，以学习者当前的理解状态。