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Frontiers in Educational Research, 2022, 5(10); doi: 10.25236/FER.2022.051020.

Schema, Zone of Proximal Development, and Scaffolding in Real-classroom Settings and Inspired Improvements in Chinese Middle Schools' Classrooms


Haorui Peng1, Sha Tao2

Corresponding Author:
Haorui Peng

1University of Wisconsin – Oshkosh at Fox Cities, Menasha, WI 54952, United States

2Nanjing Hexi Foreign Language School, Nanjing, Jiangsu 210019, China


Schools in China are rapidly changing and enhancing their education models in accordance with Double Reduction policies, which urged schools to enhance the quality of classes and homework and reduce the burden on students. Designing courses according to core theories in education and developmental psychology is one of the most effective strategies, and classroom observations may inspire teachers in other nations. In preparation for the case study, this study examines three theories: schema, Zone of Proximal Development, and scaffolding. Based on the case study, the research concludes with the precise approaches to applying such ideas and offers insightful recommendations for prospective changes in Chinese middle schools. It is suggested that Chinese middle schools should attempt to introduce homework assignments online and develop more classroom activities, both of which reduce the load of excessive homework and pursue the nature of education.


Schema, Zone of Proximal Development, Scaffolding, Real-classroom Settings, Improvements in Chinese Schools

Cite This Paper

Haorui Peng, Sha Tao. Schema, Zone of Proximal Development, and Scaffolding in Real-classroom Settings and Inspired Improvements in Chinese Middle Schools' Classrooms. Frontiers in Educational Research (2022) Vol. 5, Issue 10: 101-106. https://doi.org/10.25236/FER.2022.051020.


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