“最近发展区”理论由苏联心理学家维果茨基提出:当学生能够独立解决一问题时,称这种问题处于该生“已经达到的发展水平”(如图1中区间[O,A]);当其不能独立解决某问题,但在教师的启发、同学的帮助下能解决该问题,则称此问题处于该生“可能达到的发展水平”.这就是“最近发展区”(区间[A,B]).当教学内容处于学生“最近发展区”外(大于B)时,教学不可能进行;当教学内容处于学生的“已经达到的发展水平”之内(区间[O,A])时,教学是没有意义的;当且仅当内容处于其“最近发展区”(区间[A,B])时, The “recent development zone” theory was proposed by the Soviet psychologist Vygotsky: When students can independently solve a problem, the problem is said to be in the student’s “development level” (as shown in Figure 1) [O,A]); When it cannot solve a problem independently, but can solve the problem with the help of the teacher’s inspiration and the help of the classmate, then the problem is said to be in the student’s “possible level of development”. This is “Recent development area” (interval [A, B]). When the teaching content is outside the student’s “recent development zone” (above B), teaching cannot be carried out; when the teaching content is in the student’s “already achieved Within the development level ”in (interval [O, A]), teaching is meaningless; if and only if the content is in its “most development zone” (interval [A, B]),