英语翻译CognitivismVygotskyLev S.Vygotsky is another prominent卓越

英语翻译
Cognitivism
Vygotsky
Lev S.Vygotsky is another prominent卓越/突出的cognitivist,namely because of his socio-historical theory that stresses cultural processes determine tile nature of learning.Vygotsky introduced the idea of the Zone of Proximal Development (ZPD) in which the learner,teacher,and content interact with a problem that needs resolution.Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance.He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD).In other words,ZPD is the discrepancy between children's actual mental age and the level they reach in solving problems with assistance.This ZPD concept also reinforces the importance of the principle of readiness.The readiness principle reinforces加强the need for a learne to be at a point of readiness for learning certain material.Another basic principle introduced by Vygotsky is the general law of genetic development,which describes the social process of cognitive development.It states that every complex mental function was first an interaction between people.Bruner also believes the learner's participation in culture aides their psychological development.Much of Vygotsky's work influenced the constructivist paradigm范例.
Piaget
Jean Piaget,a Swiss developmentalist,began a research program during the 1920s that has had the greatest impact on contemporary theories of cognitive development than that of any other single researcher.He developed his cognitive theory by actually observing children.After many years of observation,Piaget concluded that intellectual development is the result of the interaction of hereditary and environmental factors.As the child develops and constantly interacts with the world around him,knowledge is invented and reinvented.In Piaget's Theory of Development,there are two cognitive processes that are crucial for progressing from stage to stage:assimilation,accommodation.

认知
维果茨基是另一个卓越的认知主义者、 就是因为他的社会历史文化进程确定瓦片讲理论性的学习.维果茨基提出的最近发展区的概念的学习者,教师 互动和内容,需要解决的一个问题.维果茨基认为(1978)儿童成年后的榜样,逐步发展了独立完成某些任务而不依靠外界援助.他又把孩子能做什么区别,以帮助他或她能做什么无制导的"最近发展区"换句话说,这就是有出入的儿童心理年龄和实际达到的水平,他们在解决问题提供帮助.这个概念也强化了该原则的重要性准备.原则上愿意加强词素加强需要一个可以在某种角度准备学习材料.另一项基本原则是维果茨基提出遗传发展的一般规律,它描述了社会认知发展的过程.它说,每一个复杂的心理功能首先互动.布鲁纳也认为学习者参与相关文化心理发展.很多维果茨基对建构工作.皮亚杰皮亚杰,瑞士发展取向,在1920年开始一项研究计划,他的认知发展理论比其他任何单一研究影响都大,他观察到,其实孩子.经过多年的观察,皮亚杰认为,智力发展是因遗传和环境因素相互作用.随着孩子的发展,不断在跟身边的世界,知识和重新发明.在皮亚杰理论的发展,有两个认知过程中的关键性阶段,从进展阶段:同化,适应.