苏联心理学家维果茨基认为,学生发展有两种水平:一是学生的现有水平,表现为学生独立活动时能够达到的解决问题的水平;二是学生可能达到的发展水平,是指学生借助他人的帮助,能够达到的解决问题的水平。他把这两种水平之间的差异称为“最近发展区”。对教育过程而言,重要的不是关注学生已经完成的发展过程,而是他们正在发展的过程。学生与老师之间知识和阅历的差异使老师有时不容易站在学生的角度思考问题,不能从学生的最近发展区出发,从而使 Vygotsky, a Soviet psychologist, believes that there are two levels of student development: one is the current level of students, the level of problem-solving that students can achieve when they are independent; and the other is the level of development that students may reach With the help of others, students can achieve the level of problem solving. He calls the difference between these two levels “the nearest development zone.” For the educational process, it is not important to focus on the development processes that students have completed but rather on the processes they are developing. Differences in knowledge and experience between students and teachers make it difficult for teachers sometimes to think from a student’s point of view and not from a student’s nearest development so that