Теория обучения Льва Выготского – исторические и теоретические аспекты

Л. С. Выготский; Ж. Пиаже; преподавание обучение; научные дискуссии; теории русского марксизма

Развитие полоролевых стереотипов в детском возрасте: прогноз изменений, Рекурсия как математическая и педагогическая технология изучения булевых функций, ...

Бек доцент Института философии образования и изучения религий University of Southern Denmark Lev Vygotsky’s learning theory – a historical and theoretical discussion Теория обучения Льва Выготского – исторические и теоретические аспекты Статья посвящена великому русскому психологу Л. <...> Во-второй, которая называется «Преподавание и обучение», автор сосредотачивается на теории обучения, а именно,на «зоне ближайшего развития» Ключевые слова: Л. <...> Пиаже; преподавание обучение; научные дискуссии; теории русского марксизма Vygotsky in context Vygotsky created his world famous theory about the child‘s cognitive development and learning just a few years after the Russian Revolution in 1917. <...> Vygotsky strongly supported the Russian revolution and the politics of the authorities. <...> However, Vygotsky was not only an accomplice, but also a victim of policy in the new Stalinist key. <...> From the middle of the thirties Vygotsky was taboo in the Soviet psychological circles, his books were removed from libraries etc. and it is not until after N. Khrusjtjov‘s famous speech at the communist congress in 1956 that his writings are published again – and from then on his star rises not only in Russia but also in the rest of the world. 113 How did Vygotsky understand the connection between historical development and cognitive changes in individuals? <...> And how did it come about that he and his colleague Luria used their cultural historical ideas of the necessity of education to promote Stalinist modernization at the expense of the people? <...> Behaviorism only explained lower mental functions, leaving it to idealistic psychologists to deal with higher processes such as scientific learning and problem solving. <...> As we shall see, historicism made Vygotsky sensitive towards cognitive differences and qualitative shifts in individuals and cultures. <...> The first is causal and explanatory psychology. <...> Some descriptive psychologists hold that certain lower psychological processes can be understood in terms of natural science, while theories sticking to the natural science field completely ignore higher psychological processes. <...> Psychologists of the natural scientific school only took interest in lower mental processes, which were of very limited value in regard to human learning, while descriptive psychologists stuck to an idealistic <...>

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