Vygotsky, a psychologist in the former Soviet Union, believes that there is a gap between what children can achieve by relying on their own strength (such as academic performance) and what they can achieve with the help of others. This gap is called the zone of proximal development, and we can also understand it as a person's greatest potential. Only by giving help can we complete the promotion from the actual development level to the nearest development area, and children can't do it independently. By finding out the recent development area, children's cognitive ability can be fully developed with the help of adults. Therefore, in the process of education, in order to fully develop the recent development area of teenagers, we should not only guide students to learn new knowledge on the basis of existing knowledge, but also have new cognitive thinking modes when facing new knowledge, thus stimulating students' intelligence.
The most ideal teaching effect will only be produced in newly developed areas. For example, people often say that "jumping up and picking peaches" is to give students a certain space to display and let their enthusiasm for learning really come into play under the premise of not exceeding the students' recent development zone. Of course, the concept of development zone in the near future can only be a principle rather than a method. Tutoring students in recently developed areas is considered to be a necessary condition. If we just put the students in the nearest development zone and let them study alone, it will make them shrink back in the face of new difficulties.