本文深入剖析了维果茨基著名的“最近发展区”(ZPD)理论,在中学阶段德育及法律教育领域的实践意义及其深远影响。这一创新性的学习观主张教师应当预见并引导学生的潜能开发过程,巧妙地设定略高于当前能力的学习目标,以此激发他们跨越现有的认知边界,迈向更高级别的思维层次和发展境界。本文主要探讨如何通过精准评估学生认知水平、教学内容分层设计、搭建教学支架以及合作学习与差异化指导等策略,提升初中道德与法治课程的教学质量。文章强调了教师在教学过程中应深入理解课程标准,精准定位学生的学习起点,设计不同层次的教学内容和任务,以及通过教学支架帮助学生跨越最近发展区,实现知识的有效掌握。同时通过异质分组策略和差异化指导满足不同层次学生的学习需求,促进全体学生在各自的最近发展区内得到发展。This paper thoroughly analyzes Vygotsky’s renowned “Zone of Proximal Development” (ZPD) theory, exploring its practical significance and profound impact on moral education and legal instruction during the middle school stage. This innovative learning perspective advocates that teachers should anticipate and guide students’ potential development processes by setting slightly higher learning goals than their current abilities, thereby motivating them to transcend existing cognitive boundaries and advance to higher levels of thinking and development. This article mainly discusses how to improve the quality of teaching moral and legal education in junior high school by precisely assessing students’ cognitive levels, designing layered teaching content, building teaching scaffolds, and employing cooperative learning and differentiated instruction strategies. The article emphasizes that teachers should deeply understand the curriculum standards during the teaching process, accurately locate the starting point of students’ learning, design teaching c
