Assessing The Zone Of Proximal Development In Senior High School Physics Teaching From The Perspective Of Educational Neuroscience

This paper introduced the research status on the assessment of the zone of proximal development(ZPD).This paper suggests that assessing the ZPD in senior high school physics teaching has three important meanings:(1)Differential diagnosis of underachievers;(2)Corrections for physics learning problems;(3)It offers theoretical support for effective teaching tactics.The problems in four aspects must be resolved in the assessment of ZPD using graduated prompting assessment:(1)Methods for calculating coefficient of difficulty;(2)How to analyze students' attentions when assessing;(3)How to assign students suitable tasks;(4)The method of evaluating reliability degree and validity degree.To solve the above problem,we take the following measures:(1)Identifying predictors of physics item difficulty using a linear regression approach;(2)In order to catch the students' attention,prompts are modified from the perspective of educational neuroscience;(3)A Web-based Item Management System helps students to adjust project;(4)To verify the reliability,we use the statistical analysis of the1(35)?,2(35)? and there are no significant differences;To verify the validity,this article progress relativity analysis between 2(35)?,(35)N.The learner's ZPD,as an individual trait showing certain stability across instructional settings.By evaluating learner's ZPD,it had its significance in the following aspects:(1)Compared to the width of ZPD and students' performance,we could know who is an “At-risk Learners”;(2)By using the five levels of prompts,it is possible to make significant corrections for physics learning problems;(3)By using the width of ZPD and five levels of prompts as well as the quantity of prompts,it is able to give some useful suggestion.