Reinterpretation of the Educational Psychology Connotation of Vygotsky's Theory of the Proximal Development Zone

Abstract

Since Vygotsky's theory of "zone of proximal development" was proposed, it has become one of the most influential concepts in the field of educational psychology. However, in the long-term dissemination and application, the theory tends to be simplified to the operation technique of "teaching scaffolding", and its profound philosophical foundation, emotional dimension and methodological implications need to be further explored. This paper aims to reinterpret the connotation of educational psychology of the zone theory of the zone of proximal development. By sorting out its theoretical roots and methodological foundation, this paper first reveals the limitations of the current understanding of this theory. Furthermore, this paper reinterprets it from three dimensions: firstly, based on the perspective of cognitive-social integration of "learning scaffold", the essence of teaching interaction in the nearest development zone is discussed; Secondly, the theory of the nearest development zone is extended to the field of moral education and teacher professional development, and its educational value as a "developmental space" is explained. Finally, this paper summarizes the contemporary enlightenment of the theory of the zone of proximal development, and advocates a return to its methodological integrity as the core component of the "cultural-historical development theory", and provides a more vital theoretical reference.