Haorui Peng1, Sha Tao2
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
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.
 Martorell, G. (2020). Child [M]. McGraw Hill Education.
 Lloyd, P. & Fernyhough, C. (Eds.) (1999). The zone of proximal development [J]. Routledge, Vol. 3, pp. x-xxvii.
 Daniels, H., Cole, M., & Wertsch, J. V. (Eds.) (2007). Editors’ Introduction [J]. Cambridge University Press, pp. 1-17.
 Vygotsky, L. S (1978). Mind in society: The development of Higher Psychological Processes [J]. Harvard University Press.
 Shvarts, A. & Bakker, A. (2019). The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before [J]. Mind, Culture, and Activity, 26(1), pp. 4–23.
 Vygotsky, L. S., & Luria, A. (1930). Tool and symbol in child development [J]. The Vygotsky Reader.
 Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving [J]. Journal of Child Psychology and Psychiatry, 17(2), pp. 89–100.
 Freire, P. (2020). Pedagogy of the oppressed [M]. Continuum.
 Yu, H. (2022). Practical Exploration of School Education and Teaching Reform in the Context of “Double Reduction” - Taking Chengdu Chengfei Middle School as an Example [J]. Education Science Forum, pp. 78–80.