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題名：Vygotsky的心理發展理論和教育
書刊名：屏東師院學報
作者：陳淑敏
出版日期：1994
卷期：7
頁次：頁119-143
主題關鍵詞：意識；內化；中介作用；最近發展區；人際之間的歷程；個人內在的歷程；Consciousness；Internalization；Interpersonal processes；Intrapersonal processes；Mediation；Zone of proximal development
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  • 被引用次數被引用次數:期刊(27) 博士論文(16) 專書(0) 專書論文(3)
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　　　　　 Vygotsky對語文和心理發展關係的洞見卓識，在二十世紀末期重獲歐美教育與心理學界的肯定與重視，並蔚為一股研究的風潮。 Vygotsky生在書香氣息濃厚的小康家庭，得天獨厚的天賦，使他能夠通曉多種語言；涉獵淵博的人文素養，則造就了他在語言和心理發展研究的優越條件；時代的際會，又使他在蘇聯推翻沙皇統治之後，有機會成為掃除文盲的識字運動、以及推展特殊教育運動舉足輕重的人物；也使他更深信：語文在人類高層次心理發展上具有很重要的功能。雖然在史達林統治的政治陰影中，以三十七歲的英年離開人間的舞臺，他的名言：「過去的每一件事，不一定都會成為過去。」今日卻在人類歷史和思想滾滾的洪流中應驗了。 Vygotsky結合了馬克斯主義和語意學，建立其探討意識的心理學理論與方法。他認為：意識的建構，是在主體和客體 (世界) 的互動中發生的歷程。他從社會和文化的方向，去探討心理現象的發展變化，認為高層次心理能力的發展，深受社會文化的影響。從嬰兒較低層次心理能力，透過教育和社會化的過程，質變為人類獨具的高層次心理能力；這種發展主要是根源於社會的、文化的滋養。 語言的獲得，乃是個人認知發展中重要的時刻。 語文乃是社會文化和集體心靈意識的表徵符號，儲存了文明變遷的影子，記錄了人類心靈在時光逆旅中蛻變的痕跡；也成為人類高層次心理發展的媒介。在 充滿語文訊息的符號世界中，個人接受了文明的洗禮，分享了集體意識留下的龐大遺產；使人類能超越具體運思的層次，突破近乎直接而習慣的固定行為模式， 而開拓了人類抽象運思能力發展的空間。在人和環境、意識和現實世界的內在辯證過程中，語文是取之不盡、用之不竭的觸發媒介。 語言也是個人認知發展的表徵。「受過較多教育者比不識字者，具有比較高層次的心理能力」，這是Vygotsky的學生Luria在俄屬中亞識字運動中實驗的結 論。 教育和心理工作可以透過語文的媒介，安排與高層次心理能力之成人的良好互動環境，使兒童內在的意識和思想，獲得重組和建構的機會。 Vygotsky對於語文與心理發展關係之理論，更是值得語文教育工作者的深思與借鑑。
　　　　　Vygotsky's ideas concerning the relationship between language and mental development started gaining newfound visibility in the 1980s, and influenced a new generation of scholars. Vygotsky was born to a middle-class family and his parents showed great love for reading. Since he knew several languages very well, he had read many foreign writings. As an adolescent, he strated studying art, history, literature, psychology and philosophy. The average literacy rate in the USSR at the time of revolution was low. Vygotsky ardently took part in the fight against illiteracy because he believed in the role of language in the development of higher mental processes. One of the fundamental assumptions that guided Vygotsky's attempt to reformulate psychology on Marxian foundations was that in order to understand the individual, one must understand the social relations within which he/she exists. Vygotsky believed that consciousness emerged from the interaction between the subject and the object. He pointed out that higher mental processes in the individual have their origin in social processes. The development from elementary mental processes to higher mental processes is a qualitative change. This change occurs when a child internalizes his/her social-cultural experience. Vygotsky's focus on social processes induced him to examine the representational systems needed to participate in such processes. Language is an example of a representational system which created by humankind for the organization of thinking. As humans we live in a world of signs; our behavior is determined not by objects themselves but by the signs attached to the objects. During different life situations, we incorporate auxiliary stimuli which break the immediacy of the stimulus-response formula. Vygotsky argued that signs restructure humans consciousness. Vygotsky's theory of development leads researcher to examine the function of social interaction in the development of mind. Research has shown the power of words to communicate and change the way people think and behave. Vygotsky's theory of development deserves our attention and should be applied to the education and instruction in Taiwan. In Taiwan, althought we emphasize adult instruction in children's education, the methods currently applied are in need of revaluation and reform. Vygotsky's theory provides us with a valuable tool as we approach this task of restructuring and can offer valuable guidelines for our interaction with children in education.
期刊論文
1.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
圖書
1.Wertsch, J. V.(1987)。Vygotsky and the social formation of mind。Cambridge, MA。  new window
2.朱敬先(1987)。教學心理學。台北：五南。  延伸查詢new window
3.Vygotsky, L. S.(1978)。Mind in society。Cambridge, MA：Harvard University Press。  new window
4.Vygotsky, L. S.(1962)。Thought and language。Cambridge, Massachusetts：MIT Press。  new window
5.Rogoff, Barbara(1990)。Apprenticeship in Thinking: Cognitive Development in Social Context。Cambridge University Press。  new window
圖書論文
1.Cole, M.(1995)。The zone of proximal development: Where culture and cognition create each other。Culture, Communication and Cognition: Vygotskian perspectives。New York：Cambridge University Press。  new window
2.Bruner, J.(1985)。Vygotsky: a Historical and conceptual perspective。Culture, communication, and cognition: Vyogtskian perspectives。Cambridge University。  new window
3.Wertsch, J. V.、Stone, C. A.(1985)。The concept of internalization in Vygotsky's account of the genesis of higher mental functions。Culture, communication, and cognition: Vygotskian perspectives。NY：Cambridge University Press。  new window
4.Davydov, V. V.、Radzikhovskii, L. A.(1985)。Vygotsky's theory and the activity-oriented approach in psychology。Culture, communication, and cognition: Vygotskian perspectives。Cambridge University Press。  new window
5.Bruner, J. S.(1984)。Vygotsky's zone of proximal development: The hidden agenda。Children's learning in the zone of proximal development。San Francisco：Jossey-Bass。  new window
6.Lee, B.(1985)。Intellectual origins of Vygotsky's semiotic analysis。Culture, communication, and cognition: Vygotskian perspectives。Cambridge University Press。  new window
7.Clay, M. M.、Cazdenc, B.(1990)。A Vygotskian interpretation of Reading Recovery。Vygotsky and Education。Cambridge：Cambridge University Press。  new window
8.Blanck, Guillermo(1990)。Vygotsky: The man and his cause。Vygotsky and education: Instructional implications and applications of sociohistorical psychology。New York：Cambridge University Press。  new window
9.Cole, M.(1990)。Cognitive development and formal schooling: The evidence from cross-cultural research。Vygotsky and education: Instrucructional implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
10.Gallimore, R.、Tharp, R.(1990)。Teaching mind in society: Teaching schooling, and literate discourse。Vygotsky and education: Instructional implications and applications of sociohistorical psychology。Cambridge University Press。  new window
11.Hedegaard, M.(1990)。The zone of proximal development as basis for instruction。Vygotsky and education: Instruction implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
12.Hickmann, M.(1987)。Introduction: Language and thought revised。Social and functional approaches to language and thought。Orlando, FL：Academic Press。  new window
13.Hundeide, K.(1985)。The tacit background of childrens judgements。Culture contmunication, and cognition: Vygotskian perspectives。Cambridge：Cambridge University Press。  new window
14.McLane, J. B.(1990)。Writing as social process。Vygotsky and education Instruction implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
15.McNamee, G. D.(1990)。Learning to read and write in an inner-city setting: A longitudinal study of community change。Vygotsky and education: Instructionl implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
16.Roimnetveit, R.(1985)。Language acquisition as increasing linguistic structuring of experience and symbolic behavior control。Culture, communication and cognition: Vygotskian perspectives。Cambridge：Cambridge University Press。  new window
17.Rosa, A.、Montero, I.(1990)。The historical context of Vygotsky's work: A historical approach。Vygotsky and education: Instructionl implications and applications of sociohistorical psychology。Cambridge：Cambridge University Press。  new window
18.Scribner, S.(1985)。Vygotsky's use of history。Culture, communication, and cognition: Vygotskian perspectives。Cambridge：Cambridge University Press。  new window
19.Wertsch, J. V.(1984)。The zone of proximal development: Some conceptual issues。Children's learning in the "zone of proximal development"。San Francisco, California：Jossey-Bass。  new window
20.Zinchenko, V. P.(1985)。Vygotsky's ideas about units for the analysis of mind。Culture, coTnmunicationf and cognition: Vygotskian perspectives。Cambridge：Cambridge University Press。  new window
 
 
 
 
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