2010年12月14日 星期二

维果茨基 Lev Vygotsky 著 思維與語言/ 教育论著选


思維與語言 是美國哈佛大學在1962年出的英譯本之漢譯

中國的同一譯作的版本幾個 包括莫名其妙的無索引的北京大學2010版

作　　者：列夫·谢苗诺维奇·维果茨基 著，李维 译
出　　版：浙江教育出版社 1997-9
ＩＳＢＮ：9787533823405
原　　价：￥9.50元


内容简介

　　本书汇集了维果茨基工作的主要方面，尽管其主题是思维和语言的关系问题，但是它却深刻地展现了具有高度创造性和慎密思考的智力发展理论。该书对思维和语言的主要理论进行了严格分析，非常值得一读。
　　维果茨基既反对把思维与言语等同起来的观点，也反对把两者完全割裂开来的观点。在维果茨基看来，心理活 动是一个复杂的整体，这个整体可以分解为基本特性。在生物学领域，这种分析的产生就是活的细胞，它保持着有机体所固有的一切基本特性；思维与言语的关系也 需要有这样的单位，它本身包含着言语思维作为整体所固有的特性。在这样的分解时，不能把言语思维分解为彼此孤立的元素——思维与言语，然后试图研究不依赖 于言语的思维和不依赖于思维的言语，并把两者之间的联系视作两个不同的过程之间纯粹外部的、机械的依赖关系。这样的分解方式是把复杂的言语思维分解为失去 其整体特性的思维与言语两个元素。

目录

“20世纪心理学通览”序
中文版译序
英文版序言
英文版译序
俄文版作者序
第一章 问题与方法
第二章 皮亚杰关于儿童语言和思维的理论
第三章 斯特恩的语言发展理论
第四章 思维和言语的发生之源
第五章 概念形成的实验研究
第六章 童年期科学概念的发展
第七章 思维和言语
参考文献
主题索引


我翻"維果茨基教育論著選(余震球選譯人民教育出版社) 說維俄文的裁縫的語根是"布"

請教法文"裁縫"和其語根 答案在英/日辭典 "裁切"

TAILOR: [Middle English, from Anglo-Norman taillour, from Old French tailleor, from taillier, to cut, from Late Latin tāliāre, from Latin tālea, a cutting.]

漢文似乎出自"縫":裁剪縫製衣服。周禮˙天官˙縫人˙鄭玄˙注：「女御，裁縫王及后之衣服。」紅樓夢˙第十四回：「就是方纔車轎圍作成，領取裁縫工銀若干兩。」


外国教育名著丛书 维果茨基教育论著选



作　　者：（苏）维果茨基　著

出 版 社：人民教育出版社

出版时间：2005-1-1


序 1

思維與言語 1

第一章 问题和研究方法
　　思维和言语 问题是心理学范畴的问题，这个问题突出的关键是各种心理功能和意识活动的关系。当然，这个问题的中心环节是思维对词的关系。而与这一问题相关的其余种种问 题都是次要的，逻辑上从属于这个首要的基本问题。如果这个问题不解决，也就不可能正确地提出更深入的、更特定的问题。然而，说来奇怪，正是这个多功能的相 互联系和关系问题，是当代心理学几乎完全未予研究的新问题。
　　思维和言语问题，像心理学科学一样古老，但正是在这一点上，即思想与词的关系问题 上，它却研究得最少，从而也最模糊不清。近十年来，在科学心理学中原子学和功能分析占了主导地位，导致人们孤立地研究各个心理功能，心理认识方法的制定和 完善也适应于研究这些个别孤立和独立的过程，然而，功能间的联系问题，功能在统一、完整结构中的组织问题却始终处于研究者的注意范围之外。
　　意 识是一个统一的整体，各个功能在活动中也相互连接、不可分割、协调统一——这一思想对于当代心理学已不是什么新鲜事。但是在心理学中，意识和各个功能间联 系的统一这一思想，经常只是作为一个基本原理，而不是作为研究的对象。心理学将这一意识与功能的统一作为基本原理，作为当然的公设，而且它也将另一个大家 默认的、明显地尚没有确切定义的、彻头彻尾谬误的假设，也作为自己一切研究的基础。

學前教育與發展 377

學齡期兒童的教學與智力發展問題 391

维果茨基 主要著作表 407

譯者的話 412

Wikipedia on Answers.com:

Lev Vygotsky

Top
Home > Library > Miscellaneous > Wikipedia
Lev Vygotsky

Lev Semyonovich Vygotsky (Russian: Лев Семёнович Вы́готский or Выго́тский, born Lev Simyonovich Vygodsky[1][2]; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Soviet psychologist and the founder of cultural-historical psychology.

Contents [hide]

Biography

 This section does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (October 2010)

Vygotsky was born in Orsha, in the Russian Empire (today in Belarus) into a nonreligious Jewish family. He was influenced by his cousin David Vygodsky. He graduated from Moscow State University in 1917. Later, he worked at the Institute of Psychology (mid-1920s)and other educational, research and clinical institutions in Moscow, Leningrad, and Kharkov where worked extensively on ideas about cognitive development. He died in 1934 in Moscow of tuberculosis at the age of 37.

Work

A pioneering psychologist, Vygotsky was also a highly prolific author: his major works span 6 volumes, written over roughly 10 years, from his Psychology of Art (1925) to Thought and Language [or Thinking and Speech] (1934). Vygotsky's interests in the fields of developmental psychology, child development, and education were extremely diverse. The philosophical framework he provided includes not only insightful interpretations about the cognitive role of tools of mediation, but also the re-interpretation of well-known concepts in psychology such as the notion of internalization of knowledge. Vygotsky introduced the notion of zone of proximal development, an innovative metaphor capable of describing not the actual, but the potential of human cognitive development. His work covered such diverse topics as the origin and the psychology of art, development of higher mental functions, philosophy of science and methodology of psychological research, the relation between learning and human development, concept formation, interrelation between language and thought development, play as a psychological phenomenon, the study of learning disabilities, and abnormal human development (aka defectology).

Cultural mediation and internalization

Vygotsky investigated child development and how this was guided by the role of culture and interpersonal communication. Vygotsky observed how higher mental functions developed historically within particular cultural groups, as well as individually through social interactions with significant people in a child's life, particularly parents, but also other adults. Through these interactions, a child came to learn the habits of mind of her/his culture, including speech patterns, written language, and other symbolic knowledge through which the child derives meaning and which affected a child's construction of her/his knowledge. This key premise of Vygotskian psychology is often referred to as cultural mediation. The specific knowledge gained by children through these interactions also represented the shared knowledge of a culture. This process is known as internalization.[3]

Internalization can be understood in one respect as “knowing how”. For example, riding a bicycle or pouring a cup of milk are tools of the society and initially outside and beyond the child. The mastery of these skills occurs through the activity of the child within society. A further aspect of internalization is appropriation, in which the child takes a tool and makes it his own, perhaps using it in a way unique to himself. Internalizing the use of a pencil allows the child to use it very much for his own ends rather than draw exactly what others in society have drawn previously.[3]

Guided participation, which takes place when creative thinkers interact with a knowledgeable person, is practiced around the world. Cultures may differ, though, in the goals of development. For example, Mayan mothers in Guatemala help their daughters learn to weave through guided participation.[3]

Psychology of play

Less known is Vygotsky's research on play, or children's games, as a psychological phenomenon and its role in the child's development. Through play the child develops abstract meaning separate from the objects in the world, which is a critical feature in the development of higher mental functions.[4]

The famous example Vygotsky gives is of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child's relationship with the world changes: "Henceforth play is such that the explanation for it must always be that it is the imaginary, illusory realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action." (Vygotsky, 1978)

The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretending he is riding a horse. The stick is a pivot. "Action according to rules begins to be determined by ideas, not by objects.... It is terribly difficult for a child to sever thought (the meaning of a word) from object. Play is a transitional stage in this direction. At that critical moment when a stick – i.e., an object – becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the child’s relationship to reality is radically altered".

As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. "The old adage that children’s play is imagination in action can be reversed: we can say that imagination in adolescents and schoolchildren is play without action" (Vygotsky, 1978).

Another aspect of play that Vygotsky referred to was the development of social rules that develop, for example, when children play house and adopt the roles of different family members. Vygotsky cites an example of two sisters playing at being sisters. The rules of behavior between them that go unnoticed in daily life are consciously acquired through play. As well as social rules, the child acquires what we now refer to as self-regulation. For example, when a child stands at the starting line of a running race, she may well desire to run immediately so as to reach the finish line first, but her knowledge of the social rules surrounding the game and her desire to enjoy the game enable her to regulate her initial impulse and wait for the start signal.

Thought and Language

Perhaps Vygotsky's most important contribution concerns the inter-relationship of language development and thought. This concept, explored in Vygotsky's book Thought and Language, (alternative translation: Thinking and Speaking) establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness. It should be noted that Vygotsky described inner speech as being qualitatively different from normal (external) speech. Although Vygotsky believed inner speech developed from external speech via a gradual process of internalization, with younger children only really able to "think out loud," he claimed that in its mature form inner speech would be unintelligible to anyone except the thinker, and would not resemble spoken language as we know it (in particular, being greatly compressed). Hence, thought itself develops socially.[3]

An infant learns the meaning of signs through interaction with its main care-givers, e.g., pointing, cries, and gurgles can express what is wanted. How verbal sounds can be used to conduct social interaction is learned through this activity, and the child begins to utilize, build, and develop this faculty, e.g., using names for objects, etc.[3]

Language starts as a tool external to the child used for social interaction. The child guides personal behavior by using this tool in a kind of self-talk or "thinking out loud." Initially, self-talk is very much a tool of social interaction and it tapers to negligible levels when the child is alone or with deaf children. Gradually self-talk is used more as a tool for self-directed and self-regulating behavior. Then, because speaking has been appropriated and internalized, self-talk is no longer present around the time the child starts school. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech" (Vygotsky, 1987, pg 57). Inner speech develops through its differentiation from social speech.[3]

Speaking has thus developed along two lines, the line of social communication and the line of inner speech, by which the child mediates and regulates their activity through their thoughts which in turn are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication. Just as the birthday cake as a sign provides much deeper meaning than its physical properties allow, inner speech as signs provides much deeper meaning than the lower psychological functions would otherwise allow.[3]

Inner speech is not comparable in form to external speech. External speech is the process of turning thought into words. Inner speech is the opposite; it is the conversion of speech into inward thought. Inner speech for example contains predicates only. Subjects are superfluous. Words too are used much more economically. One word in inner speech may be so replete with sense to the individual that it would take many words to express it in external speech.[3]

Zone of proximal development

"Zone of proximal development" (ZPD) is Vygotsky’s term for the range of tasks that a child can complete independently and those completed with the guidance and assistance of adults or more-skilled children. The lower limit of ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor. The ZPD captures the child’s cognitive skills that are in the process of maturing and can be accomplished only with the assistance of a more-skilled person. Scaffolding is a concept closely related to the idea of ZPD. Scaffolding is changing the level of support. Over the course of a teaching session, a more-skilled person adjusts the amount of guidance to fit the child’s current performance. Dialogue is an important tool of this process in the zone of proximal development. In a dialogue unsystematic, disorganized, and spontaneous concepts of a child are met with the more systematic, logical and rational concepts of the skilled helper.[3]

Influence in Eastern Europe

 This section does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (September 2010)

In the Soviet Union, the work of the group of Vygotsky's students known as the Kharkov School of Psychology was vital for preserving the scientific legacy of Lev Vygotsky and identifying new avenues of its subsequent development. The members of the group laid a foundation for Vygotskian psychology's systematic development in such diverse fields as the psychology of memory (P. Zinchenko), perception, sensation and movement (Zaporozhets, Asnin, A. N. Leont'ev), personality (L. Bozhovich, Asnin, A. N. Leont'ev), will and volition (Zaporozhets, A. N. Leont'ev, P. Zinchenko, L. Bozhovich, Asnin), psychology of play (G. D. Lukov, D. El'konin) and psychology of learning (P. Zinchenko, L. Bozhovich, D. El'konin), as well as the theory of step-by-step formation of mental actions (Gal'perin), general psychological activity theory (A. N. Leont'ev) and psychology of action (Zaporozhets). A. Puzyrey elaborated the ideas of Vygotsky in respect of psychotherapy and even in the broader context of deliberate psychological intervention (psychotechnique), in general. Alexander Zelitchenko developed Vygotsky's ideas in his developmental psychology of nations, discovering the mode of historical process creates new mental patterns, including culture-determined modes of thinking.

Critics

In the Soviet Union, the school of Vygotsky and, specifically, his cultural-historical psychology was much criticized during his lifetime as well as after his death. By the beginning of the 1930s, the school was defeated in Soviet academic and political circles by Vygotsky's "scientific" opponents who criticized him for "idealist aberrations", which at that time equaled with the charge in disloyalty to the Communist Party (and, particularly during the Stalin era, frequently entailed serious consequences not only for academic work but also in terms of potential prosecution, detention, and/or execution). As a result of this criticism of their work, a major group of Vygotsky's students including Luria and Leontiev had to flee from Moscow to Ukraine where they established the Kharkov school of psychology. Later, the representatives of the school would, in turn, in the second half of the 1930s criticize Vygotsky himself for his interest in the cross-disciplinary study of the child that was developed under the umbrella term of paedology (also spelled as pedology) as well as for his ignoring the role of practice and practical, object-bound activity and arguably his emphasis on the research on the role of language and, on the other hand, emotional factors in human development. Much of this early criticism of the 1930s was later discarded by these Vygotskian scholars themselves. Another line of the critique of Vygotsky's psychological theory comes from such major figures of the Soviet psychology as Sergei Rubinstein and his followers who criticized Vygotsky's notion of mediation and its development in the works of students.

Some critics say Vygotsky overemphasized the role of language in thinking. Also, his emphasis on collaboration and guidance has potential pitfalls if facilitators are too helpful in some cases. An example of that would be an overbearing and controlling parent. Other critics argue that some children may become lazy and expect help when they can do something on their own.[3]

See also

Wikiquote has a collection of quotations related to: Lev Vygotsky

References

  1. ^ Б. Г. Мещеряков. "Л. С. Выготский и его имя"
  2. ^ The traditional pronunciation of Vygotsky's family name is with the stress on the first syllable, and it is so marked in, for example, the Bolshoi entsyklopedicheskii slovar; its current pronunciation, with the stress on the second syllable, has presumably been changed on the analogy of names like Vysotsky.
  3. ^ a b c d e f g h i j Santrock, J (2004). A Topical Approach To Life-Span Development. Chapter 6 Cognitive Development Approaches (200 – 225). New York, NY: McGraw-Hill.
  4. ^ See Paul Tough, "Can the right kinds of play teach self-control?", New York Times, 2009/09/27 (reviewing the "Tools of the Mind" curriculum based on Vygotsky's research).

Bibliography

Writings by L. S. Vygotsky

  • Consciousness as a problem in the Psychology of Behavior, essay, 1925
  • Educational Psychology, 1926
  • Historical meaning of the crisis in Psychology, 1927
  • The Problem of the Cultural Development of the Child, essay 1929
  • The Fundamental Problems of Defectology, article 1929
  • The Socialist alteration of Man, 1930
  • Ape, Primitive Man, and Child: Essays in the History of Behaviour. A. R. Luria and L. S. Vygotsky. 1930
  • Paedology of the Adolescent, 1931
  • Play and its role in the Mental development of the Child, essay 1933
  • Thinking and Speech, 1934
  • Tool and symbol in child development, 1934
  • Mind in Society: The Development of Higher Psychological Processes, 1978
  • Thought and Language, 1986
  • The Collected Works of L. S. Vygotsky, 1987 overview

Secondary literature

Major monographs about Vygotsky's Work

  • Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind, Harvard University Press, Cambridge, Mass., and London.
  • Kozulin, A. (1990). Vygotsky's Psychology: A Biography of Ideas. Cambridge, MA: Harvard University Press.
  • Lee, C. D., & Smagorinsky, P. (Editors) (2000). Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. New York: Cambridge University Press.
  • Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky. A quest for synthesis. Oxford: Basil Blackwell.
  • Newman, F. & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. London: Routledge.Drove
  • Van der Veer, R., & Valsiner, J. (Eds.) (1994). The Vygotsky Reader. Oxford: Blackwell.
  • Daniels, H. (Ed.) (1996). An Introduction to Vygotsky, London: Routledge.
  • Cole, M. & Wertsch, J. (1996). Contemporary Implications of Vygotsky and Luria, Worcester, MA: Clark University Press.
  • Vygodskaya, G. L., & Lifanova, T. M. (1996/1999). Lev Semenovich Vygotsky, Journal of Russian and East European Psychology, Part 1, 37 (2), 3-90; Part 2, 37 (3), 3-90; Part 3, 37 (4), 3-93, Part 4, 37 (5), 3-99.
  • Veresov, N. N. (1999). Undiscovered Vygotsky: Etudes on the pre-history of cultural-historical psychology. New York: Peter Lang.
  • Daniels, H., Wertsch, J. & Cole, M. (Eds.) (2007). The Cambridge Companion to Vygotsky
  • Van der Veer, Rene (2007). Lev Vygotsky: Continuum Library of Educational Thought. Continuum. ISBN 0-8264-8409-3.

Vygotsky's texts online

In English

In Russian

In French

  • Dr. Miffre Léon. Training with Vygotsky. Teacher training schools (Se former avec Vygotski. Formation des professeurs des écoles.). Editions Je Publie, 5e édition, 2010.[1].

External links


張貼者： 於

沒有留言:

張貼留言

訂閱： 張貼留言 (Atom)

網誌存檔