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英国论文代写:脚手架和近端发展情况

在近端发展区域的脚手架帮助发展了研究机制,在那里同伴收入更多的是相互的而不是单向的。这显示了在ZPD环境中使用脚手架的机会,重点是同伴改进策略。作者De Guerrero & Villamil(2000)典型地使用了Vygotsky提出的ZPD,并且分析了两位新手作家所承担的任务。在这两个学习者学习的过程中,创造了一个跨心理的空间。根据ZPD的研究,有一个实际的发展水平学生可以单独管理一个发展水平需要别人的帮助。

英国论文代写:脚手架和近端发展情况

现在,脚手架一开始只是在ZPD的基础上引入的,后来在教育领域被认为是一个更广泛的隐喻。这是典型的中介学习。当ZPD从第二语言的角度理解儿童智力发展所需的交互或引导,从而进入或跨越该区域时,这些问题比其他问题更容易与交互相协调。在这一点上,学习的需求或挑战更为独特。在这一点上,导师需要对学习者的需求有一种更加渐进的理解;导师必须是有条件的,应该是对话式的。对于第二语言学习者来说,对话过程实际上更为重要,在这种情况下,理解支架式和ZPD是否应该只考虑传统的教师学习情境就显得尤为重要。

英国论文代写:脚手架和近端发展情况

Scaffolding in the zone of proximal development helped develop mechanisms of studying where peer earning was more mutual than unidirectional. This showed opportunities to use scaffolding in the context of ZPD with focus on peer improvement strategies. The authors De Guerrero & Villamil (2000) typically used the ZPD proposed by Vygotsky, and have analysed the task taken up by two novice writers. An inter-psychological space was created when these two learners study. Now according to ZPD, there is an actual developmental level that a student could manage alone and a developmental level that requires the help of others.

英国论文代写:脚手架和近端发展情况

Now the scaffolding was introduced with respect to ZPD only at first and came to be considered a broader metaphor in the educational sector. It is typical mediated learning. While ZPD understands the needed interactions or guidance for intelligence to develop in a child so as to enter or cross the zone, from a second language perspective, the issues become more attuned to interactions than any other. The needs or challenges in learning are more unique at this point. Here it is necessary for the tutor to have a more graduated sense of understanding with respect to the learner needs; the tutor has to be contingent and should be dialogic. The dialogic process is in fact given more importance in the case of second language learners, and in which situation it becomes pertinent to understand whether scaffolding and ZPD should only consider traditional tutor-learning situations.