Probability Teaching Under The Theory Of Zone Of Proximate Development In Senior Middle School

Just as its name implies, ZPD refers to the distance between students’existing level of development and their potential level of development. Students’existing level of development means not their existing level of problem-solving, but the level of problem-solving, which can be reached through the students’own independent activities. Students’potential level of development refers to the level of problem-solving that students manage to reach with the help from their teachers. The theory of ZPD put forward by Lev Vygostsky,a famous educator, indicates the possibilities of students’ development. Therefore, our teaching should be based on the students’ZPD, in order to cross their ZPD to constantly reach the next stage of development, And then on this basis, a new ZPD can be entered.Teaching on the basis of the theory of ZPD usually will encounter two problems. One is how to measure the students’ZPD and another is how to design and conduct teaching according to students’ZPD As for the first problem, the author thinks that it can be solved with the methods:observation, questionnaire, conversation, exercise feedback and comprehensive analysis. As for the second problem, the author thinks that the layered teaching method can be fully used to design and conduct the activity of teaching. Under the guidance of the theory of ZPD, Students can be divided into three layers by adopting the layered teaching method and having a good measurement of their ZPD, and then the three layers each can be labeled as A layer, B layer and C layer, with a proportion of1:3:1. The author thinks that students in different layers should be given different questions, Questions given to C layer should be associated with life experience and old knowledge, questions created for B layer should try to show the process of knowledge. Questions provided for A layer should encourage students to migrate and use knowledge. By doing this, questions given to students can be correspond to their ZPD in each layer, which contributes a lot to advancing all students’initiative, thus obtaining a better teaching effect. Combined with the author’s internship teaching practice in the affiliated high school of Huazhong University of Science and Technology, in this paper methods and steps for the measurement of ZPD are concluded teaching surveys are conducted; teaching case is presented. In order to indentify students’ZPD, teaching should first ask students to preview new knowledge on their own, and secondly design questionnaires to test which level students have reached by their own learning. Then, According to the feedback of questionnaires, teachers divide students into three layers, and created different questions for different layers. At last, through tests teaching effect can be evaluated.By tracking survey of Probability teaching, its results show that the teaching of probability based on the theory of ZPD not only can improve teaching effect, but also can increase students’ interest in Probability learning, thus promoting the development of students’ mathematical quality.