Misunderstanding of the zone of proximal development: the main target of the zone of proximal development is regarded as students, and the zone of proximal development is figuratively compared to students' "jumping and picking fruits" in the learning process. In other words, there is a lower limit for the recently developed areas, that is, the knowledge that students have firmly mastered, that is, the existing learning level. Its upper limit is the maximum possible development level that students can achieve under the premise of autonomous learning. Therefore, whether it is cooperative learning, classroom teaching or preset questions, it cannot go beyond this range, otherwise it will not conform to the learning situation, that is, students can't understand and digest the teaching content, and classroom teaching will be useless.
Reading about the zone of proximal development: the main body of the zone of proximal development is still students, and its lower limit is also the learning ability and intelligence level that students have before learning in class. Different from misreading, the development here is the level of intelligence that students can achieve through autonomous learning. Its secondary periphery, that is, the potential foundation for upward development, is the level of intelligence that can be achieved after individual efforts, and the ultimate upper limit is the level of intelligence that can be achieved through social interaction, mainly teachers' classroom teaching activities. Here, the recent development areas are still visible and predictable.
For Vygotsky, the subject of the zone of proximal development is actually not only the existing learning foundation as the subject of learning, but the complete self (existing and potential) formed by students under the influence of their social environment and cultural traditions. In specific teaching activities, teachers and students inspire each other (of course, the guidance of teachers is also particularly critical), and * * * has opened up a new field of learning. It is the starting point to a new field and the key to a far-reaching and open learning field. And it can't be completed in one class, so it should be consolidated, strengthened and refreshed in future study. In other words, development zones have been constantly generated recently!
Therefore, Vygotsky's so-called real development zone, on the basis of affirming the positive role of teaching in development and that children are the main body of their own development, reveals the conditions, ways and mechanisms for teaching to promote children's development with the concept of proximal development zone. If teaching wants to lead and promote children's development, it must be ahead of children's development. Therefore, the concepts of the zone of proximal development in teaching and children's zone of proximal development should be two different terms, which are integrated under the concept of zone of proximal development.
In other words, the development of children's learning ability and intelligence level is limited to the individual starting point, and there is a "zone of proximal development", which is the basis for comprehensively promoting children's future growth and development under the guidance of peers or teachers. From this perspective, Vygotsky emphasized that teaching should be ahead of children's development.
Therefore, starting from teaching activities, the recent development zone mainly focuses on two major territories, namely, the learning of teaching content and the guidance of teachers' teaching to students' development. The exploration of new fields of learning and the creation of new heights mainly focus on teachers' own comprehensive level and in-depth interpretation of learning content. This constantly reminds us that we should bring the really good things, all human cultural classics and inventions suitable for children's growth, to children at the stage of absorption suitable for children. This requires teachers to have a background in children's cognitive genetics and growth psychology. At the same time, we should have a deeper understanding and grasp of the learning content (text reading ability) and use skilled and diverse teaching methods (flipping classroom teaching ability) to communicate with children. According to the child's current intelligence level, it can not only cut into the child's current study, but also open the road to the future and stimulate the child's learning potential. Therefore, the upper limit of the recent development zone is unknown and unpredictable. Just like a single spark, wherever it spreads, it can become a prairie fire, which depends on both teachers and students in teaching activities and the sustainability of teachers in the future learning process.