Vygotsky and Education: Instructional Implications and Applications of Sociohistorical PsychologyLuis C. Moll Cambridge University Press, 1990 - 439 pages 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
The man and his cause | 31 |
A sociohistorical | 59 |
The evidence from | 89 |
The voice of rationality in a sociocultural approach to mind | 111 |
The social origins of selfregulation | 127 |
Vygotsky the zone of proximal development and peer | 155 |
Teaching schooling and literate | 175 |
Vygotsky in a wholelanguage perspective | 223 |
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 | 405 |
427 | |
Autres éditions - Tout afficher
Vygotsky and Education: Instructional Implications and Applications of ... Luis C. Moll Aucun aperçu disponible - 1992 |
Expressions et termes fréquents
activity settings activity theory adult analysis approach assisted performance basic behavior Blanck Bruner Buenos Aires child classroom cognitive development Cole collaboration context contingency management create cultural developmental Developmental Psychology discourse discussion everyday example experience funds of knowledge goal Gomel Goodman Harvard University Harvard University Press higher mental historical human ideas important individual instruction interac interaction internalization L. S. Vygotsky learners learning Leontiev lesson literacy Luria means mediation Meichenbaum mental functioning module Moscow organization parents peer play practice private speech proximal development pupils questions reading and writing Reading Recovery relationship responses Rogoff role rules scientific concepts Scribner self-regulation self-regulatory semiotic skills social specific story strategies structure task teacher teaching theoretical thinking tion topic understanding verbal Vygotskian Vygotskian perspectives Vygotsky's whole-language written language York zone of proximal