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摘要
摘要
The theories of Vygotsky are central to any serious discussion of children's learning processes. Vygotsky argues that children do not develop in isolation, rather learning takes place when the child is interacting with their social environment. It is the responsibility of the teacher to establish an interactive instructional situation in the classroom, where the child is an active learner and the teacher uses their knowledge to guide learning. This has many implications for those in the educational field.
This book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom.
The book is intended for students and academics in education and the social sciences. It will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
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This excellent book focuses on the contribution of L.S. Vygotsky, a Russian social cultural psychologist who wrote in the 1920s and 1930s. Vygotsky, a contemporary of Dewey, focused on the relationship between the educator and the educated in a social context while emphasizing the active role the student plays in the learning process. His ideas can be seen in the current writings of L.C. Moll and M. Cole. Very well written by a highly qualified author, this readable book deals with challenging materials and concepts. Daniels (Univ. of Birmingham, UK) has researched and documented his subject thoroughly and has added an outstanding bibliography. Chapter 4 is especially interesting because it focuses on Vygotsky's theories and their practical applications to the educational paradigm/process, especially in the social interactive context of learning. This book would interest higher education faculty in education, educational psychology, and curriculum theory along with faculty in the social sciences, particularly psychology, social psychology, and sociology. It would also interest graduate students in those same academic disciplines. W. C. Hine Eastern Illinois University
目录
1 Pedagogy and Meditation |
2 Vygotskian Theory and Education |
3 Current Approaches to Sociocultural and Activity Theory |
4 Applications of Sociocultural and Activity Theory to Education |
5 The Institutional Level of Regulation and Analysis |