1. Steps of scaffolding

Wikowski emphasized that children should build the intelligence that their society values by interacting with people who are more knowledgeable than themselves. In the process of interacting with children, adults will pass on the intelligence that their society values to children. This is the so-called architecture. In the process of teaching, the framework has six steps, namely, recruiting, demonstrating, simplifying tasks, maintaining participation, giving feedback and controlling setbacks.

Introduction means that teachers should first make students willing to participate in thinking and solve problems together, rather than just being a bystander. When students are interested in solving problems, teachers should first demonstrate the correct method of solving problems. Then leave it to the students to solve. But first, we should simplify the problem, so that the difficulty of homework will not be too difficult for children, but it should not be too simple and not challenging. In the teaching process, teachers must let students continue to actively participate in thinking and solving problems. This includes timely feedback to students, not only to let them know whether their thinking direction is correct; If not, let them know why their method of solving problems is not correct. Of course, if the students can't solve the problem, the teacher should simplify the problem again to control the students' frustration.

2. Interactive teaching (interactive teaching)

Interactive teaching is also an example of the successful application of Vikowski's theory. Teachers and students play the role of leaders in the discussion group respectively. It is mainly used to train students with low reading scores to read. First, students read the article, and then the teacher demonstrates the discussion. The main job of this * * * is to ask some questions to make a summary of the article, or to predict the subsequent development of the article, or to clarify students' misconceptions. Then, the teacher chooses a simple article and asks the students to discuss it in turn. At this point, the teacher does not take the initiative to intervene, but only when the students' discussion goes astray.

3. Use children's private language (private language)

According to Wikowski's theory, teachers should attach importance to students' private language and regard it as a process in which students internalize teachers' mature problem-solving methods. Even when students are not proficient in problem-solving methods, they can be encouraged to talk about their own thinking process and help them solve problems.

Vygotsky-Vygotsky's Important Contribution to Psychological Science

Since 1950s, Vygotsky's popularity in the field of psychology has been increasing day by day. He is not only considered as a key figure in Russian psychology in the 20th century, but also selected as one of the most influential psychologists in the world in the 20th century. It is amazing that such a famous psychologist died young at the age of 37, and he was engaged in psychological research for only 10 years. He created a miracle in the history of psychology with the richness, uniqueness and extensiveness of his thoughts and achievements and the brevity of his life, and was praised as "Mozart of psychology" by later generations.

Vygotsky's life is short and brilliant, and his struggle and creation are endless. Despite the vicissitudes of life, it is still firm. Because of my background and race, I suffered a lot during my studies. Due to physical reasons, he was troubled by the disease many times and came back to life several times; For political reasons, he suffered cold reception and marginalization. All these setbacks and misfortunes have been turned into inexhaustible motive force for scientific exploration by Vygotsky. Vygotsky's research involves philosophy, history, literary criticism, art, film, psychology, education, linguistics, defective science, medicine and other fields. His theory of cultural history has become a treasure in the treasure house of psychology.

1, established the literature and history theory of psychological development and founded the literature and history school.

The theory of cultural history is extensive and profound, and its basic propositions can be summarized as follows: human psychological activities are the result of social learning and the internalization of cultural and social relations; Psychological development is essentially a social process; Culture is internalized in the form of neuropsychological system, forming the physiological activities of human brain; Higher nervous activity is the foundation of the formation and development of advanced psychological process; Higher nervous activity internalized the social significance extended from human cultural activities and intermediary symbols; Social activities and practical activities promote the internalization of sensory movement forms; The internalization process of advanced psychological function is historic; In different cultural and historical environments, perception, casual attention, memory, emotion, thinking, language, problem solving and behavior have different forms.

Vygotsky's theory on the historical origin of advanced psychological function tries to prove that the source and decisive factor of human psychological development is the constantly developing culture in the historical process of human beings, which has a positive effect on eliminating the idealistic view of understanding psychological process as the inherent attribute of spirit and overcoming the naturalistic tendency of ignoring the essential difference between animal behavior and human psychological activities. He introduced the principle of historicism into psychology for the first time, pointing out that the advanced psychological function of human beings is produced and developed on the basis of the low psychological function, and the advanced psychological function is the product of history. As A.A. smirnoff pointed out: "It is the historical principle that constitutes the core of all his theories, which is also Vygotsky's main achievement and his great contribution to the development of Soviet psychology." (smirnoff, 1984)

Vygotsky, with his profound knowledge, profound scientific accomplishment, noble personality and extraordinary creativity, attracted a group of talented young scholars to gather under his academic banner, forming the largest and most influential school in the history of Russian psychology-the school of social, cultural and historical research. Many outstanding psychologists in Russia, such as Leontief, Ruglja, davydov and zankov, are important members of this school. They studied the social and historical occurrence of advanced psychological function from different angles, such as the activity theory put forward by Leontief, the neuropsychology founded by Ruglja, the theory of intelligence formation stage put forward by Gary Peilin, and the theoretical and experimental research of "teaching and development" conducted by Elkonin and zankov, which had a far-reaching influence on Russian psychology.

2. Advocate the methodology of dialectical materialism psychology.

Vygotsky is not only an outstanding psychological theorist and experimenter, but also an excellent psychological methodology. In other words, Vygotsky not only devotes himself to solving specific problems in the development of psychology, but also pays more attention to philosophical methodology which is of great significance to psychology, and regards the latter as the cornerstone of the future psychological science building. The materialist dialectics advocated by Vygotsky has enabled psychologists to find another effective way to study human psychology besides traditional methods. The introduction of dialectical method makes psychological research methods diversified and provides psychologists with a new perspective to reveal the mysteries of human psychology.

3. It has influenced the development of modern psychological science.

Many concepts and theories put forward by Vygotsky enrich the theoretical treasure house of modern psychology, and their theoretical research involves many fields of psychology, such as general psychology, educational psychology, psycholinguistics, child psychology, neuropsychology and so on. Vygotsky influenced and promoted the research in these fields with his bold and unique thoughts, and promoted the development of modern psychology. Especially in the late 1970s, after the American educational psychologist headed by Bruner introduced Vygotsky's thoughts to the United States, it directly influenced the rise of an important academic school in the field of constructivism-social constructivism theory, which triggered a revolution in contemporary educational psychology.

The main limitations of Vygotsky's psychological theory

Because Vygotsky's short life is full of intense exploration, he constantly puts forward new ideas and is eager to build his own theory. In addition, due to his untimely death, he didn't have enough time to further revise, supplement and perfect his early theory like psychologists such as Feng Te and Freud in his later years. Therefore, Vygotsky's theory inevitably has some shortcomings, such as the use of some words is not accurate enough, some assumptions can not be proved by experiments, and some theories are not perfect. The limitations of Vygotsky's thought are highlighted as follows: First, Vygotsky's theory of cultural history has a naturalistic tendency in the early days. For example, he absolutely opposed the low-level psychological function and the high-level psychological function, thinking that children's low-level psychological function has the natural nature of pure inheritance, and they are not mediated by cultural symbols, so there is no intermediary structure. Later, he made a major revision of this view. Secondly, Vygotsky introduced the principle of historicism into psychology class without analyzing the specific nature of social form. Talking about history without specific social forms can only make history abstract. Thirdly, Vygotsky arbitrarily thinks that the development of higher mental function has nothing to do with the biological changes of biological structure. There is no end to development and change. There is no sufficient scientific basis for Vygotsky to oppose the natural development process of psychological function with the development process of cultural history.

A Review of Vygotsky-Vygotsky's Influence on Western Development and Educational Psychology

Vygotsky is a famous psychologist in the former Soviet Union. His theory of cultural and historical development laid the foundation for children's development and educational psychology in the former Soviet Union. Since 1960s, his theory has gradually entered the field of western psychology, and has exerted a wide and far-reaching influence on western development and educational psychology.

Since the birth of 1879, western psychology has been based on positivism and phenomenology, focusing on the study of people who have put aside social and cultural background, which makes western psychology show obvious natural science color. As an independent system, the psychology of the former Soviet Union is in sharp contrast with that of the west, both in philosophy and theory, thus forming two camps in psychology. For a long time, western psychology and Soviet psychology were isolated. However, in recent years, there has been a new trend in the development of western psychology, which has gradually changed from a naturalistic view of psychological science to a social and cultural view of psychological science. Vygotsky's psychological thought gradually entered the territory of western psychology, and gradually formed a worldwide research upsurge of Vygotsky.

Vygotsky's influence on western psychology began only twenty years after his death, which was marked by the translation of his book Thinking and Language into English and its publication in the United States (1962). From 1960s to the end of 1990s, Vygotsky had a wide and strong influence on western developmental psychology and educational psychology. We can divide this influence into three stages:

The first stage (from the early 1960s to the middle and late 1970s): the stage when western psychologists got a preliminary understanding of Vygotsky's psychological thoughts, marked by Vygotsky's Thought and Language being translated into English in 1962 and published in the United States. The famous psychologist J.S. Bruner wrote a preface for this.

The second stage (from the end of 1970s to the end of 1980s): a stage with wide influence. It is marked by a series of Vygotsky's works and their English versions, and by the translation and publication of Social Thinking from 65438 to 0978. Then Thinking and Language was reprinted in 1986, and a series of research papers on Vygotsky gradually appeared. The research of these papers mainly focuses on the role of "psychological tools" in cognitive development, the concept of "zone of proximal development", the internal language problem as a self-regulation tool and the scientific concept in children's thinking. All these show that Vygotsky's thought has had a very extensive influence in the West.

The third stage (from the early 1990s to the late 1990s): the deepening stage of Vygotsky's research. At this stage, researchers are not only interested in Vygotsky's psychological thoughts, but also study Vygotsky from a historical perspective, expanding their horizons to Vygotsky's personal life and the relationship between his background and his psychological thoughts. For example, some works about Vygotsky were published in 1990s, such as Vygotsky: Revolutionary Psychologist, Understanding Vygotsky: Discussion on Complex, Vygotsky and Education: Teaching Significance and Application of Social Historical Psychology, etc. At the same time, empirical research is gradually increasing, and the research is closely focused on Vygotsky's social construction thought.

So far, the influence of Vygotsky's theory in the field of psychology and education has been recognized, and a worldwide research upsurge of Vygotsky has been formed. There are many reasons for Vygotsky fever. First of all, the reason why Vygotsky has such a wide influence on American psychology is mainly because American psychologists are attracted by social influence and Vygotsky's basic people repeatedly emphasize the importance of social influence. Western scholars generally believe that Vygotsky pays more attention to the relationship between the big social environment and the small social environment influence than any other psychologist; More emphasis on the relationship between cultural, historical and social factors and personal characteristics. Vygotsky's view on the influence of social culture on children's psychology has broken the long-term dominant individualism in the minds of westerners, made them see a brand-new world, and solved some practical problems that are difficult to explain with inherent concepts, making the west more and more interested in Vygotsky. Secondly, because Vygotsky and Piaget are contemporary psychologists, they have some similar research fields, such as thinking and language, constructive thinking and so on. At the same time, there are great differences between the two theories in self-expression and social construction, which is also a main reason for Vygotsky's fever. Third, the first artificial satellite of the Soviet Union rose into the sky in the 1950s, which gave a great shock to the United States and made Americans discover the progress of basic education in the Soviet Union. Later, the famous psychologist and educator Bruner was appointed to be in charge of the whole education reform, and Bruner appreciated Vygotsky's theory very much. Fourthly, the reason why Vygotsky's thought is so valued is because of the social background at that time, that is, with the development of society, postmodernism began to have an impact on psychology. In the preface written by Dr. John Pichelin for the Essentials of Psychological Culture, Bruner (1990) and edman (Edelman 1992) are quoted: "Psychology is not divorced from the post-modern situation, but its attention has shifted from the individual's cognitive structure to the cultural process, which has already appeared in the individual and In recent years, the criticism of psychology emphasizes the need to consider the psychological life in its biological and cultural background in different ways, so as to re-balance the disciplines that overemphasize the internal cognitive mechanism. " It can be seen that Vygotsky's extensive concern in the west is not only scientific in theory, but also the inevitable trend of the development of western psychology.