What is ZPD and what are the implications of ZPD for teaching?
DOI:
https://doi.org/10.22161/jhed.4.3.29Abstract
Sociocultural theory was established by Vygotsky, and it analyzes the social and cultural attributes of the development mechanism of human psychological function based on the view of development and history (Xi, 2020). Vygotsky divided human psychological function into low-level psychological function as the result of biological evolution and high-level psychological function formed by the development of social culture and history. Focusing on the development of high-level psychological function of individuals, Vygotsky put forward three core concepts: internalization, mediation and zone of proximal development (ZPD). In this article, one of the core concepts, ZPD, will be discussed.
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References
Xi, J. (2020). Sociocultural theory and second language acquisition—theory, method and practice. Foreign Language World.
Wen, Q. F. (2019). Major issues in second language acquisition. Foreign Language Teaching and Research Press.
Zhong, Q. Q. (2018). ZPD: the theoretical basis of classroom transformation. Global Education.
Chen, J. (2015). An in-depth interpretation of the value of theoretical education in ZPD. Journal of Teaching and Management.
Xi, J., James P. Lantolf. (2020). Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behavior.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
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