Брейве C. Диалектическое сотворчество ученик–учитель в создании зоны ближайшего развития: на примере математики в детском саду
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Брейве C. Диалектическое сотворчество ученик–учитель в создании зоны ближайшего развития: на примере математики в детском саду // Современное дошкольное образование. – 2021. – №3(105). – С. 72–80.
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция-Некоммерчески») 4.0 Всемирная
Аннотация
Данная статья представляет собой тематическое исследование, в котором изучается совместное создание зоны ближайшего развития (ЗБР) при обучении математике в норвежском детском саду. Для отражения сложности преподавания и изучения математики в детском саду в исследовании используются качественные методы в рамках парадигмы интерпретации. Полученные данные показывают, как пятилетняя девочка и воспитатель детского сада совместно создают ЗБР, расширяя возможности действий друг друга, и как это совместное создание основывается на взаимном доверии и ответственности. Полученные результаты дают представление, как можно расширить возможности математического обучения в детском саду. Исследование демонстрирует важность внимания к вкладу детей и прежде всего доверия к способностям детей брать на себя ответственность за осуществление математической педагогической деятельности.
Литература
1. Abtahi, Y., M. Graven, and S. Lerman. 2017. “Conceptualising the More Knowledgeable Other Within a Multi-Directional ZPD.” Educational Studies in Mathematics 96 (3): 275–287.
2. Goos, M., P. Galbraith, and P. Renshaw. 2002. “Socially Mediated Metacognition: Creating Collaborative Zones of Proximal Development in Small Group Problem Solving.” Educational Studies in Mathematics 49 (2): 193–223.
3. Hussain, M. A., J. Monaghan, and J. Threlfall. 2013. “Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions.” Educational Studies in Mathematics 82 (2): 285–302.
4. John-Steiner, V. 2000. Creative Collaboration. New York: Oxford University Press.
5. Levykh, M.G. 2008. “The Affective Establishment and Maintenance of Vygotsky’s Zone of Proximal Development.” Educational Theory 58 (1): 83–101.
6. Martinovic, V. Freiman, and Z. Karadag, 141–162. New York: Springer.
7. Meira, L., and S. Lerman. 2009. “Zones of Proximal Development as Fields for Communication and Dialogue.” In Challenges and Strategies for Studying Human Development in Cultural Contexts, edited by C. Lightfoot, and M. Lyra, 199–219. Rome: Firera Publishing.
8. Mercer, N. 2000. Words and Minds: How We Use Language to Think Together. London: Routledge.
9. Radford, L. 2013. “Sensuous cognition.” In Visual mathematics and cyberlearning, edited by D.
10. Radford, L. 2014. “On Teachers and Students: An Ethical Cultural-Historical Perspective.” In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, edited by P. Liljedahl, C. Nicol, S. Oesterle, and D. Allan, 1–20. Vancouver, Canada: PME.
11. Radford, L., and W. M. Roth. 2011. “Intercorporeality and Ethical Commitment: An Activity Perspective on Classroom Interaction.” Educational Studies in Mathematics 77 (2-3): 227–245.
12. Radford, L., J. Marin-Tamayo, and
A. Simbagoye. 2018. Bienкtre, rйsilience, intelligence йmotionnelle. Rapport de Recherche. Sudbury: Universitй Laurentienne.
13. Roth, W. M., and L. Radford. 2011. A Cultural-Historical Perspective on Mathematics Teaching and Learning. Rotterdam: Sense.
14. Valsiner, J., and J. van der Veer. 1993. “The Encoding of Distance: The Concept of the “Zone of Proximal Development” and Its Interpretations.” In The Development and Meaning of Psychological Distance, edited by R. R. Cocking, and K. A. Renninger, 35–62. Hillsdale, NJ: Lawrence-Erlbaum.
15. Veresov, N. 2004. “Zone of Proximal Development (ZPD): The Hidden Dimension?” In Sprеk som kultur – brytningar i tid och rum [Language as Culture –
Tensions in Time and Space], edited by A. L. Ostern, and R. Heila-Ylikallio, 13–30. Vasa: Еbo Akademi.
16. Veresov, N. N. 2017. “ZBR and ZPD: Is There a Difference?” Cultural-Historical Psychology 13 (1): 23–36.
17. Vygotsky, L. S. 1987. “Thinking and Speech.” In The Collected Works of L.S. Vygotsky, edited by R.W. Rieber, and A. S. Carton, 37–285. New York: Plenum Press.
18. Wells, G. 1999. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge: Cambridge University Press.
19. Wertsch, J. V. 1984. “The Zone of Proximal Development: Some Conceptual Issues.” New Directions for Child and Adolescent Development 8 (23): 7–18.
20. Zack, V., and B. Graves. 2002. “Making Mathematical Meaning Through Dialogue: “Once You Think of it, the Z Minus Three Seems Pretty Weird”.” Educational Studies in Mathematics 46 (1): 229–271.
2. Goos, M., P. Galbraith, and P. Renshaw. 2002. “Socially Mediated Metacognition: Creating Collaborative Zones of Proximal Development in Small Group Problem Solving.” Educational Studies in Mathematics 49 (2): 193–223.
3. Hussain, M. A., J. Monaghan, and J. Threlfall. 2013. “Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions.” Educational Studies in Mathematics 82 (2): 285–302.
4. John-Steiner, V. 2000. Creative Collaboration. New York: Oxford University Press.
5. Levykh, M.G. 2008. “The Affective Establishment and Maintenance of Vygotsky’s Zone of Proximal Development.” Educational Theory 58 (1): 83–101.
6. Martinovic, V. Freiman, and Z. Karadag, 141–162. New York: Springer.
7. Meira, L., and S. Lerman. 2009. “Zones of Proximal Development as Fields for Communication and Dialogue.” In Challenges and Strategies for Studying Human Development in Cultural Contexts, edited by C. Lightfoot, and M. Lyra, 199–219. Rome: Firera Publishing.
8. Mercer, N. 2000. Words and Minds: How We Use Language to Think Together. London: Routledge.
9. Radford, L. 2013. “Sensuous cognition.” In Visual mathematics and cyberlearning, edited by D.
10. Radford, L. 2014. “On Teachers and Students: An Ethical Cultural-Historical Perspective.” In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, edited by P. Liljedahl, C. Nicol, S. Oesterle, and D. Allan, 1–20. Vancouver, Canada: PME.
11. Radford, L., and W. M. Roth. 2011. “Intercorporeality and Ethical Commitment: An Activity Perspective on Classroom Interaction.” Educational Studies in Mathematics 77 (2-3): 227–245.
12. Radford, L., J. Marin-Tamayo, and
A. Simbagoye. 2018. Bienкtre, rйsilience, intelligence йmotionnelle. Rapport de Recherche. Sudbury: Universitй Laurentienne.
13. Roth, W. M., and L. Radford. 2011. A Cultural-Historical Perspective on Mathematics Teaching and Learning. Rotterdam: Sense.
14. Valsiner, J., and J. van der Veer. 1993. “The Encoding of Distance: The Concept of the “Zone of Proximal Development” and Its Interpretations.” In The Development and Meaning of Psychological Distance, edited by R. R. Cocking, and K. A. Renninger, 35–62. Hillsdale, NJ: Lawrence-Erlbaum.
15. Veresov, N. 2004. “Zone of Proximal Development (ZPD): The Hidden Dimension?” In Sprеk som kultur – brytningar i tid och rum [Language as Culture –
Tensions in Time and Space], edited by A. L. Ostern, and R. Heila-Ylikallio, 13–30. Vasa: Еbo Akademi.
16. Veresov, N. N. 2017. “ZBR and ZPD: Is There a Difference?” Cultural-Historical Psychology 13 (1): 23–36.
17. Vygotsky, L. S. 1987. “Thinking and Speech.” In The Collected Works of L.S. Vygotsky, edited by R.W. Rieber, and A. S. Carton, 37–285. New York: Plenum Press.
18. Wells, G. 1999. Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education. Cambridge: Cambridge University Press.
19. Wertsch, J. V. 1984. “The Zone of Proximal Development: Some Conceptual Issues.” New Directions for Child and Adolescent Development 8 (23): 7–18.
20. Zack, V., and B. Graves. 2002. “Making Mathematical Meaning Through Dialogue: “Once You Think of it, the Z Minus Three Seems Pretty Weird”.” Educational Studies in Mathematics 46 (1): 229–271.
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