Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology

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Cambridge University Press, 29 mai 1992 - 439 pages
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The seminal work of Russian theorist Lev Vygotsky (1896-1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the "unique form of cooperation between the child and the adult that is the central element of the educational process." Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
  

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Table des matières

Cambridge MA James B Greenberg
13
The man and his cause
31
University of Auckland
54
A sociohistorical
59
The evidence from
89
The voice of rationality in a sociocultural approach to mind
111
Laboratory of Comparative Human Mariane Hedegaard
126
The social origins of selfregulation
127
The development of scientific concepts and discourse
251
Changes in a teachers views of interactive comprehension instruction
271
A longitudinal
287
Writing as a social process
304
Combining social contexts
319
The zone of proximal development as basis for instruction
349
A study of video
372
Assisted performance in writing instruction with learning
403

Vygotsky the zone of proximal development and peer
155
Teaching schooling and literate
175
Vygotsky in a wholelanguage perspective
223

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