Vygotsky's theory of zone of proximal development provides a kind of positive information for teaching practice, which emphasizes that teachers should consider students' existing ability and potential development level in teaching design, teaching principles and teaching mode, as well as teachers' "bridge" role in teaching.

Its main enlightenment is: in teaching design, we should find the "nearest development area" of students. This theory inspires educators to find out the actual development level and potential development level of students when designing teaching, so as to make teaching play its greatest function. At the same time, it should conform to students' cognitive characteristics and psychological laws, and the problem design should follow the principle of from easy to difficult, gradually deepening and spiraling. It is necessary to understand students' personality characteristics, study habits, study skills and original knowledge reserves. That is, to understand the current development level of students. On this basis, teachers should analyze students' knowledge structure and thinking characteristics, predict students' potential development ability, and identify students' "nearest development area".