a central part in learning. While Jean Piaget concluded that children's

是學習的核心部分。雖然讓-皮亞傑認為兒童的

cognitive development happens in stages, Vygotsky rejected his ideas and believed

認知發展是分階段進行的，維果斯基否定了他的觀點，認為

that children develop independently of specific stages as the result of social

兒童在特定階段的獨立發展是社會的結果

interactions. Vygotsky claimed that we are born with

互動。維果茨基認為，我們生來就具有

four elementary mental functions: attention, sensation, perception and

四種基本心理功能：注意、感覺、知覺和思維。

memory. It is our social and cultural environment that allows us to use these

記憶。是我們的社會和文化環境讓我們能夠利用這些

elementary skills to develop and finally gain higher mental functions. This

發展初級技能，最終獲得更高的心理功能。這

development ideally happens in the zone of proximal

理想情況下，發育發生在近端區

development. First, there is what we can do on our own. Then there is the zone of

發展。首先是我們自己能做的事情。然後是

proximal development, which represents what we can do with the help of an adult,

近端發展是指我們在成人的幫助下可以做的事情、

a friend, technology, or what Vygotsky called the "more knowledgeable other".

朋友、技術或維果茨基所說的 "知識更豐富的他人"。

Last, there is what's beyond our reach. To illustrate this let us think of twins

最後，還有我們無法觸及的東西。為了說明這一點，讓我們想想雙胞胎

who were raised in a community in which boys are expected to learn and succeed

他們在一個期望男孩學習和成功的社區中長大

while girls are only expected to be pretty. At the age of 10 months both have

而女孩只被期望漂亮。在 10 個月大的時候，兩個孩子都

the ability to crawl and are in the zone of proximal development for learning how

爬行能力，並處於學習如何爬行的最近發展區

to stand on their feet. The more knowledgeable other, in this case the

站起來。知識越淵博的人，在這種情況下

father, provides the boy with opportunities to practice in a playroom

父親為男孩提供在遊戲室練習的機會

that he is equipped with scaffolding and other objects. The boy is encouraged to

為他配備腳手架和其他物品。鼓勵男孩

explore the equipment and eventually he uses it to pull himself up. A few hours

探索設備，最後他用設備把自己拉了起來。幾個小時

later he's cruising along the structures and a few days later he's standing on

幾天後，他站在了

his feet. The girl also has the potential to stand but does not receive any

他的腳。女孩也有站立的潛力，但沒有得到任何

support in learning the skill. When we compare the two we see that

支持學習技能。通過比較我們可以發現

while the girl is still trying to get up, the boy has moved into a new zone. He

當女孩還在努力站起來的時候，男孩已經進入了一個新的區域。他

knows how to balance while standing and now has the potential to learn how to

知道如何在站立時保持平衡，現在有可能學習如何

walk. Both will eventually learn how to walk

走路。兩者最終都會學會走路

but according to Vygotsky the boy will be more skilled. The same principles

但根據維果斯基的觀點，男孩的技能會更高。同樣的原則

apply to all learning and the development of higher cognitive

適用於所有學習和高級認知能力的發展。

functions and only those learning with the assistance of a capable mentor can

只有在有能力的導師幫助下學習的人才能

reach the full potential of their ability. Vygotsky, therefore, believed that

充分發揮他們的潛能。是以，維果茨基認為

inside the Zone Of Proximal Development learning can precede development, which

在 "最適發展區 "內，學習可以先於發展，而發展可以先於學習。

means, that a child is able to learn skills that go beyond their natural

這意味著，孩子能夠學習到超越其天賦的技能。

maturity. He also established an explicit connection between speech and mental

成熟。他還在言語和心理之間建立了明確的聯繫。

concepts, arguing that inner speech develops from external speech via a

概念，認為內在言語是從外在言語發展而來，通過

gradual process of internalization. This means that thought itself develops as a

逐步內化的過程。這意味著，思想本身的發展是一個

result of conversation. Therefore younger children who don't

對話的結果。是以，年齡較小的兒童如果不

finish this process can only think out loud. Once the process is complete inner

完成這個過程只能大聲思考。過程完成後，內心

speech and spoken language become independent.

語言和口語變得獨立。

Lev Vygotsky died of tuberculosis in 1934 at the age of 37. Despite his young

1934 年，列夫-維果茨基死於肺結核，年僅 37 歲。儘管他年輕時

age he became one of the most influential psychologists of the 20th

他成為 20 世紀最有影響力的心理學家之一。

century. He left the following advice for educators: by giving students practice in

世紀。他給教育工作者留下了以下建議：通過讓學生在以下方面進行實踐

talking with others we give them frames for thinking on their own. What do you

在與他人交談時，我們會為他們提供獨立思考的框架。你

think? Can a child learn anything regardless of any developmental

思考？孩子是否能不受任何發育階段的影響而學習任何東西？

prerequisites? And do we learn only through social and cultural contexts? And

先決條件？我們是否只能通過社會和文化背景來學習？還有

if so, do you think it is appropriate for a more knowledgeable other to determine

如果是這樣，您認為是否應該由更有知識的其他人來確定

what a child should learn next? Share your thoughts in the comments below!

孩子接下來應該學什麼？在下面的評論中分享您的想法！

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