Transcript 維高斯基的認知發展論 - 東海大學個人網站

維高斯基的認知發展論
兒童認知的發展 幣 須從他所經驗的歷史與
文化的脈絡來瞭解 也就是說人類的行為是
在社會文化中產生
在我們的認知活動中文化工具(cultural
tools) 當任重要的媒介
Inter-psychological — intra-psychological
(social interaction) ------ (inside of child)
internalization
Vygotsky’s sociocultural perspective
社會文化
人認知發展
Piaget’s stage cognitive
development
社會互動
個人認知發展
刺激 鼓勵
• how people------------- with help of instrument and signs -----------------direct their attention, organize, conscious
memorization, and regulate their conduct.
• (receive) object -------tool (language, text, picture..)
(perceive)------sing (self-regulate)
external stage interact with others
(interpschological)
• Low---------------------------------------high
Internalized
inside of child
(intrapschologicla)
• Cultural tools--Physical & psychological
tools
• Lower-order thinking to higher-order
thinking is a mediated process
Low----------------------------------------------High
Memorial---mediated by cultural tools --reasoning, problem solving
Vygotsky’s ZPD
• the zone of proximal development
-- “it is the distance between the actual
development level as determined by
independent problem solving and the level
of potential development as determined
through problem solving under adult
guidance or in collaboration with more
capable peers”-(Vygotsky, 1978, p. 86)
• Egocentric speech (they talk about what
matter to them, without taking account the
listeners’ needs and interests.--Piaget
• Private speech—using muttering to move
children toward self-regulation, the ability
to plan, to guide their thinking and problem
solving. --Vygotsky
Scaffolding
• Is to support for learning and
problem solving. The support
could be clues, reminders,
encouragement, breaking the
problem down into steps,
providing an example, or
anything else that allows the
students to grow in
independence as a learner.
艾瑞克森對人格和社會發展的看法
A framework for understanding the needs of young people
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in relation to the society
第一期：信任對不信任(trust vs. mistrust；出生到18個月)
第二期：獨立自主對羞愧懷疑(autonomy vs. doubt；18個
月到3歲)
第三期：主動探索對罪惡感(initiative vs. guilt；3到6歲)
第四期：勤奮努力對自貶自卑(industry vs. inferiority；6
到12歲)
第五期：自我認同對角色混淆(identity vs. role confusion；
12到18歲)
第六期：友愛親密對孤獨疏離(intimacy vs. isolation；成
年前期)
第七期：積極生產對自我頹廢(generativity vs. selfabsorption；成年中期)
第八期：完美無憾對悲觀絕望(integrity vs. despair；成年
後期 )
皮亞傑與柯柏格的道德發展理論
• 皮亞傑: 他律 與自律
• 柯柏格:前習俗道德期 (根據自己需要與別人
定的規則) 習俗道德期 (根據他人的許可家
庭期望 傳統的價值 社會的法律 對國家的忠
誠) 後習俗道德期 (個人依照所選擇的倫理
原則做選擇
柯柏格的道德推理階段
柯柏格利用道德困境(moral dilemmas) 研
究認為人的道德判斷或道德推理有三個層
次六個階段。
前習俗道德期: 懲罰與服從取向 個人報酬取
向
習俗道德期: 好男孩好女孩取向 法律秩序取
向
後習俗道德期: 社會契約取向 普遍倫理原則
取向