دسترسی نامحدود
برای کاربرانی که ثبت نام کرده اند
دانلود کتاب Introduction to Vygotsky, 2nd Edition
دانلود کتاب مقدمه ای بر ویگوتسکی، ویرایش دوم
مشخصات کتاب
Introduction to Vygotsky, 2nd Edition
ویرایش: [2 ed.]
نویسندگان: Harry Daniels
سری:
ISBN (شابک) : 9780203022214, 0415328136
ناشر:
سال نشر: 2005
تعداد صفحات: 336
[335]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 2 Mb
قیمت کتاب (تومان) : 46,000
در صورت تبدیل فایل کتاب Introduction to Vygotsky, 2nd Edition به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.
توجه داشته باشید کتاب مقدمه ای بر ویگوتسکی، ویرایش دوم نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.
توضیحاتی در مورد کتاب مقدمه ای بر ویگوتسکی، ویرایش دوم
توضیحاتی درمورد کتاب به خارجی
Vygotksy\'s legacy is an exciting but often confusing fusion of ideas. An Introduction to Vygotksy provides students with an accessible overview of his work combining reprints of key journal and text articles with editorial commentary and suggested further reading. Harry Daniels explores Vygotsky\'s work against a backdrop of political turmoil in the developing USSR. Major elements include use of the \"culture\" concept in social development theory and implications for teaching, learning and assessment. Academics and students at all levels will find this an essential key source of information.
فهرست مطالب
Book Cover Half-Title Title Copyright Contents Figures Sources Contributors Acknowledgement Introduction THE EMERGENCE OF VYGOTSKY’S WORK THE INTERACTIONAL AND THE SOCIAL IN VYGOTSKY’S WORK The zone of proximal development The general genetic law of cultural development PSYCHOLOGICAL TOOLS AND MEDIATION CONCEPT DEVELOPMENT NATURAL CAUSES? PIAGET AND VYGOTSKY THEORETICAL DEVELOPMENTS AND UNITS OF ANALYSIS UNITS OF ANALYSIS INTERNALIZATION: BAKHTIN’S INFLUENCE CULTURE IN PSYCHOLOGY AND PSYCHOLOGY IN CULTURE REFERENCES 1 The development of Vygotsky’s thought PREAMBLE MEDIATION AND THE HIGHER MENTAL FUNCTIONS (1925–1930) INTERFUNCTIONAL RELATIONS AND THE DEVELOPMENT OF WORD MEANING (1930–1932) FUNCTIONAL DIFFERENTIATION AND ANALYSIS ACCORDING TO UNITS (1933–1934) CONCLUSION NOTES REFERENCES 2 L.S.Vygotsky and contemporary developmental psychology SOCIAL ORIGINS OF INDIVIDUAL MENTAL FUNCTIONING THE ROLE OF A DEVELOPMENTAL METHOD VYGOTSKY’S USES OF CULTURE PROBLEMS AND PROSPECTS NOTES REFERENCES 3 On the social nature of human cognition: an analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky THE SOCIAL NATURE OF HUMAN COGNITION, AND ITS STUDY BALDWIN’S VIEWS ON THE SOCIOGENESIS OF PERSONALITY Development of novelty through imitation The sociogenesis of personality Active internalization JOSIAH ROYCE’S VERSION OF SOCIAL FORMATION OF PERSONALITY Affectively flavoured dialogue between ‘Ego’ and ‘non-Ego’ Social opposition Restless eagerness, and its social guidance FROM BALDWIN AND ROYCE TO MEAD AND VYGOTSKY: DIVERGENCE OF SOCIOGENETIC IDEAS GEORGE HERBERT MEAD’S CONTRIBUTIONS TO THE SOCIAL ORIGIN OF PERSONALITY Development of Mead’s views Internalization of “I”—“Me” relations LEV VYGOTSKY AND THE SOCIAL ONTOGENY OF COGNITION Vygotsky’s appreciation of Baldwin’s ‘self’— ‘other’ relationships Vygotsky and the concept of ‘circular reaction’ Internalization CONCLUSIONS: IMPLICATIONS FROM THE HISTORY OF THE SOCIOGENETIC PERSPECTIVE FOR CONTEMPORARY RESEARCH ACKNOWLEDGEMENTS REFERENCES 4 The concept of activity in Soviet psychology ACTIVITY AS AN EXPLANATORY PRINCIPLE THEORETICAL BACKGROUND CULTURAL-HISTORICAL THEORY OF HIGHER MENTAL FUNCTIONS THOUGHT AND LANGUAGE THE KHARKOV GROUP LEONTIEV’S THEORY OF ACTIVITY THE CONCEPT OF ACTIVITY RECONSIDERED EPILOGUE NOTES REFERENCES 5 Dialogue, difference and voice in the zone of proximal development BAKHTIN AND VYGOTSKY ON DIALOGUE Vygotsky: inner speech as dialogue and monologue Hidden dialogicality and quasi-social inner speech Bakhtin: the dialogical nature of the utterance Bakhtin’s other DIALOGUES IN THE ZONE OF PROXIMAL DEVELOPMENT Three dialogical genres for the ZPD Magistral dialogue: the authoritative other Socratic dialogue: the questioning other Menippean dialogue: carnival, misbehaved children and other horrors The conflict of dialogues ACKNOWLEDGEMENTS REFERENCES 6 Practice, person, social world1 INTERNALIZATION OF THE CULTURAL GIVEN PARTICIPATION IN SOCIAL PRACTICE THE PERSON AND IDENTITY IN LEARNING THE SOCIAL WORLD NOTE REFERENCES 7 Non scolae sed vitae discimus INTRODUCTION FINDING OUT ABOUT THINGS IN EVERYDAY LIFE THE SEPARATION OF SCHOOL LEARNING FROM THE REST OF EXPERIENCE: THE PHASES OF THE MOON MISCONCEIVED THE FORMATION OF THEORETICAL CONCEPTS BY ASCENDING FROM THE ABSTRACT TO THE CONCRETE IN INSTRUCTION LEGITIMATE PEERIPHERAL PARTICIPATION AND COMMUNITIES OF PRACTICE LEARNING BY EXPANDING CONCLUSION REFERENCES 8 Social memory in Soviet thought REMEMBERING SOVIET CONCEPTIONS OF MEMORY VYGOTSKY’S CONCEPTION OF MIND AND MEMORY VYGOTSKY REMEMBERED VOLOSHINOV AND THE TEXTUALITY OF THE MENTAL ILYENKOV, IDEALITY AND MEMORY CONCLUSION NOTES REFERENCES 9 Putting culture in the middle ARTIFACTS THE SPECIAL STRUCTURE OF ARTIFACT-MEDIATED ACTION Three levels of artifacts The cohesion and coherence of culture Cultural models, schemas, and scripts Schemas and artifacts THE NEED FOR MORE INCLUSIVE ANALYSIS Situations and contexts Context as that which surrounds Context as that which weaves together Activity and practice Following the thread of practice Following the thread of activity Context/practice/activity and ecological world views Culture as helping things grow NOTES REFERENCES 10 The zone of proximal development as basis for instruction THE THEORETICAL BASIS Vygotsky’s methodological basis Development, teaching Empirical knowledge, theoretical knowledge Theoretical knowledge as psychic tool The double move in teaching THE TEACHING EXPERIMENT The procedure for attaining theoretical concepts Research method ANALYSIS AND RESULTS Problems in the teaching activity Analysis of children’s learning Delineation of the problem Acquisition of capacities in model use Evaluation First series Second series Development of motivation CONCLUSION The double move in teaching The zone of proximal development REFERENCES 11 Signifying in the zone of proximal development A VYGOTSKIAN PERSPECTIVE ON LANGUAGE AND PROBLEM SOLVING SIGNIFYING WITHIN A ZPD THINKING IN SCHOOL AND COMMUNITY CONTEXTS PROPERTIES OF SIGNIFYING A NETWORK OF RELATED TROPES IN LITERATURE COMMON PROCESSES IN UNDERSTANDING IRONY AND OTHER TROPES IN LITERATURE AND SIGNIFYING IN SOCIAL DISCOURSE APPLYING STRATEGIES FOR PROCESSING IRONY AND RELATED RHETORICAL TROPES TO SIGNIFYING DISCOURSE SIGNIFYING AND AFRICAN AMERICAN LITERATURE SIGNIFYING IN A ZPD: CLASSROOM APPLICATION ACHIEVING INTERSUBJECTIVITY: ENGAGING IN EXPERT-LIKE PRACTICE SIGNIFYING AS A SCIENTIFIC CONSTRUCT: GENERALIZING ACROSS TEXTS CONCLUSION REFERENCES 12 Social constructivist perspectives on teaching and learning INTRODUCTION INTELLECTUALLY SITUATING THE SOCIOCULTURAL REVOLUTION IN INSTRUCTIONAL RESEARCH MECHANISMS ACCOUNTING FOR LEARNING FROM SOCIAL CONSTRUCTIVIST PERSPECTIVES The sociocognitive conflict theory of Piaget The sociocultural theory of Vygotsky ANALYSES OF SOCIAL CONSTRUCTIVIST PERSPECTIVES Institutional analyses Interpersonal analyses Discursive analyses THE APPLICATION OF SOCIAL CONSTRUCTIVIST PERSPECTIVES TO CONTEMPORARY EDUCATIONAL ISSUES Acquiring expertise across domains Assessment Providing meaningful education for all children Educational reform Future directions for inquiry REFERENCES Index
