【作者】 沈丹丹；

【导师】 傅克昌；

【作者基本信息】 浙江师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 本文首先对最宜发展区和最佳发展序的概念作了界定，并与维果斯基的最近发展区的概念进行了比较和区分，在对有关现实问题的反思和对理论问题的探索的基础上，论述了探索儿童最宜发展区和最佳发展序的理论价值和实践意义，提出要转换研究视角，即从“社会需要出发，如何全面发展个体(塑造成型)”转换到从“儿童个体需要出发，如何主动适应社会(扬长补短)”的问题，认为每个儿童都存在“最宜发展区”和“最佳发展序”(但并非都能轻易确认)；认识和确认儿童的“最宜发展区”和“最佳发展序”，能扬长补短，促进儿童最优发展；教育能帮助儿童探索自己的“最宜发展区”和“最佳发展序”，并采用个案研究法，对认识和确认儿童的最宜发展区和最佳发展序的方法和途径进行了阐析。更多还原

【Abstract】 The article first gives concepts to Most Suitable Developing Area (MSDA) and Best Developing Order (EDO), Comparing to vigosky’ s "Nearest Developing Area" . Basing on some realistic problems and exploration of certain theories, it describes the theoretical value and practical meaning of Children’ s MSDA and NSO. It say that we should change our researching point, We often say, "To meet the social requirement, fully develop the individuals" , But now, we should say, " To meet the individual requirement, actively adjust to the society" . It’ s thought that every child has his or her own MSDA and EDO, Which cannot be confirmed so easily. If we know and confirmed children’ s MSDA and EDO, we may develop their strong points and avoid their weak ones, thus promote children’ s best development. Education may help children explore their own MSDA and EDO. The article also analyses and describes the methods and ways to confirm children’ s MSDA and EDO, using the Case Research Method.更多还原