1. The theory of zone of proximal development was put forward by Vygotsky, a psychologist in the former Soviet Union. He believes that the development of students has two levels: one is the current level of students, which refers to the level of problem-solving that can be achieved when they are independent; The other is the possible development level of students, that is, the potential gained through teaching. The difference between them is the nearest development zone. Teaching should focus on students' recent development zone, provide students with more difficult content, arouse students' enthusiasm, give full play to their potential, surpass their recent development zone and reach the level of the next development stage, and then carry out the development of the next development zone on this basis;

2. The recent development zone theory has broken the western cognitive development theory based on Piaget of Geneva School. Because Piaget's theory holds that children of every age have their fixed cognitive development characteristics (perceptual stage, pre-operation stage, concrete operation stage and formal operation stage), the education given to them must conform to their development level. Vygotsky's concept puts forward that every normal child has the potential to be developed, as long as he finds the scope of his recent development zone. Therefore, the zone of proximal development provides a theoretical basis for promoting students' enthusiasm and potential development.