Vygotsky, Tutoring and Learning.

摘要: Abstract This paper starts with a selective examination of research into individualised tutoring. We articulate theoretical and empirical evidence to support the conclusion that set common principles governs such These apply provision tutorial for preschool aged children through adult learners in number domains. In these claims, we bring together relate theory from both face to‐face teaching computer‐based tutoring situations. However, also try some limits our current knowledge. suggest identified mainly procedural learning well‐structured examine idea other goals, as development skills self‐regulation, need be derived different model process.