Abstract
Vygotsky emphasized childrens potential development through problem solving under adult guidance or in collaboration with more capable peers, with his zone of proximal development (ZPD) concept. His insight had implications on instructional theory and practice. This research investigates the effect of ZPD and scaffolding, led by social interaction, on aboriginal students cognitive development of concept learning in a peer interactive and cooperative mathematics classroom. The findings of this research are (1) For aboriginal students, it is not only helps in ZPD, more important, it is social interaction, through social interaction, students ZPD get and stimulate the chance to grow up. (2) The learning process of aboriginal students go through operating period, meaning-creating period and institutionalization period, among them meaning-creating period acting the key role who served as a link in the course of dynamic development of the ZPD. (3) The following processes of ˇ§PosingDemonstrationGroup discussionpresentation and argumentationconceptual appropriationˇ¨ are based on ZPD and scaffolding, can be served as a teaching model for the learning of mathematics for aboriginal students.
Keywords: | ZPD; cooperative learning; scaffolding |
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