The Research On The Application Of The Zone Of Proximal Developent Theory In Junior Middle School

When making a general survey of Compostion teaching, we found that teachers usuallypay more attention the evaluation of the result,ignoring its guide before writing.,which makesthe compostion teaching top-heavied. The lack of the beforehand guide,students level will belimited, the subjective evaluation with marks will unavoidablly result in the negativepsychology. More attention on the comment of the writing instead of amending makes it hardto develop further.students writing ability can’t not be improved obviously. All the weaknessabove mentioned limits the composition teaching for the junoir middle school. Vogotsky’stheory of proximal developmental zone . thinks that the good teaching should go before thedevelopment,which throw light on compostion teaching. We should provide more guide andinterference before students writing,we should also pay more attention to its amending, andtheir new generated development zone,instead of giving a remark or marks. This paper thriesto explore a way to improve the effectiveness of composition teaching with Vogotsky’s theoryof proximal developmental zone.The theory of proximal developmental zone is a chiledren’s conganative theoryadvanced by Vogotsky, the educator of the Soviet Unione He regards the two popular theorieson teaching and developmentas seperated, teaching and developmentas are equal and teachingcan go before development even spurs teaching,after his analysis he thinks that teaching cannot onlyaffect students’development but also shold go before it.On that base he advanced thenew theory of proximal developmental zone which impels teaching theory further and makeitself an important and effective theory. The students are required to be divided into twolevels and three zones in This theory,which can bring enlightmentto our current teachingreform.Teaching avtivities are dynamic development activities with order.they must matchstudents current development levels, and enhence them to generate new development zones.Studetns development is based on their current development, they achieve their tasks which can not be done by themselves with teachers or their compenets’help. Hence,we should makestudents subject while teachers leading postion. We shoud change students study style on thethree latitudes: independentce,cooperation and exploring .The independent study pay attentionto its initiativness and independentce, the final aim of cooperative study and exploring studyis to realize students’independent development.When we teach students according theirdifferent development levels,we should also know each of their development stages and levels.To improve their development levels with Trestle Type teaching modal.Facing thephenomenon of more reading but less writing ,lack of theoretical guide ,teachers’old conceptsand single evaluation way etc, and with the theory proximal developmental zone this authoradvocates that we follow the teaching rules, set different layers levels of aims, to emphasizethe students as the subjects ,changing teachers roles. We stress the constructure of trestle, tobetter the study way,trying to improve the effeciency of middle school students compotisionclass.Only combined with practice can the theory function,so we need to make a strategy forpractice of composition teaching. The author thinks teachers firstly should know studentscurrent development level by talking and doing games with them to make the sicntific aimsand strategies. Second, to make good use of text and classic compostions etc, mix compostionteaching with reading. Third ,to guide and lead students to obeserve and auumulate liferesource and with those write the compositon with true feeling. Last, to make students amendtheir writings by themselves instead of teachers’correcting, which can make students improvetheir compositon in cooperation and communication.