内容

目次

Preface; Acknowledgments; Introduction Luis C. Moll; Part I. Historicaland Theoretical Issues: 1. Vygotsky: the man and his cause Guillermo Blanck;2. The historical context of Vygotsky's work: a sociohistorical approachAlberto Rosa and Ignacio Montero; 3. Congitive development and formalschooling: the evidence from cross-cultural research Michael Cole; 4. Thevoice of rationality in a sociocultural approach to mind James V. Wertsch; 5.The social origins of self-regulation Rafael M. Diaz, Cynthia J. Neal andMarina Amaya-Williams; 6. Vygotsky, the zone of proximal development, andpeer collaboration: implications for classroom practice Jonathan Tudge; PartII. Educational Implications: 7. Teaching mind in society: teaching,schooling, and literate discourse Ronald Gallimore and Roland Tharp; 8. Aygotskian interpretation of Reading recovery Marie M. Clay and Courtney B.Cazden; 9. Vygotsky in a whole-language perspective Yetta M. Goodman andKenneth S. Goodman; 10. The development of scientific concepts and discourseCarolyn P. Panofsky, Vera John-Steiner and Peggy J. Blackwell; Part III.Instructional Applications: 11. Changes in a teacher's views of interactivecomprehension instruction Kathryn H. Au; 12. Learning to read and write in aninner-city setting: a longitudinal study of community change Gillian DowleyMcNamee; 13. Writing as a cosial process Joan B. McLane; 14. Creating zonesof possibilities: combining social contexts for instruction Luis C. Moll andJames B. Greenberg; 15. The zone of proximal development as basis forinstruction Mariane Hedgegaard; 16. Detecting and defining science problems:a study of video-mediated lessons Laura M. W. Martin; 17. Assistedperformance in writing instruction with learning-disabled students RobertRueda; Name index; Subject index.