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维果斯基认为当学习者处于最近发展区(ZPD)时其学习过程最为有效。基于Tharp和Gallimore的分析模型,本文探讨在教师的支架(scaffolding)作用下大学英语写作中意义协商和建立的具体过程,特别强调了在指导学习者写作过程中教师所扮演的角色及其在不同认知发展阶段具体的协助。文章最后指出,写作的递归性和复杂性特征决定了写作训练中通过师生互动,进而激活学习者ZPD的重要作用。
Vygotsky considers the learning process to be most effective when the learner is in the ZPD. Based on the analysis model of Tharp and Gallimore, this paper explores the concrete process of meaning negotiation and establishment in college English writing under the influence of teachers’ scaffolding, with particular emphasis on the teachers’ roles and their differences in guiding learners’ writing Specific stage of cognitive development assistance. Finally, the article points out that the recursive and complex features of writing determine the important role of learner ZPD in writing training through teacher-student interaction.