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首页> 外文期刊>Cogent Education >A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas
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A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas

机译：Vygotsky的ZPD重新概念化为ZCD，以利用现实困境解决中学道德教育

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In an effort to contribute to contemporary debates about alternative ways of teaching moral education, this qualitative study explored moral dilemmas identified by young adolescents and how they made moral choices to resolve the dilemmas. Data were gathered for textual analysis through a modified framework of participatory action research using participant observation, focus group transcripts, interviews and student journals. The data were interpreted using a revision of Vygotsky’s Zone of Proximal Development, extended to suit the multicultural Malaysian setting, and here called the Zone of Collaborative Development. Participants were 22 16–17-year-old non-Muslim adolescents from different cultural backgrounds attending three different types of secondary schools. Moral Education (ME) in Malaysia (MEM) is designed to cater to this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas identified were relational and context dependent. Students named autonomy, self and mutual respect, trust, freedom and tolerance as main conflicting themes in their real-life moral dilemmas. The study suggests that including students’ voices in MEM in this way might better engage students’ interest and connecting the subject with students’ everyday lives.
机译：为了对有关道德教育替代方法的当代辩论做出贡献，这项定性研究探索了青少年所发现的道德困境，以及他们如何做出道德选择来解决这一难题。通过参与式行动研究的改进框架，使用参与者观察，焦点小组成绩单，访谈和学生期刊，收集数据进行文本分析。数据是通过对Vygotsky的近端发展区进行修订后进行扩展的，以适应马来西亚的多元文化环境，这里称为协作发展区。参加者有22名16-17岁的非穆斯林青少年，来自不同文化背景，就读三种不同类型的中学。马来西亚的道德教育（ME）旨在迎合这一群体，而穆斯林学生则学习伊斯兰研究。调查结果表明，学生担心当前的ME课程未涵盖的道德问题和价值观。所确定的道德困境是关系和上下文相关的。学生将自治，自我和相互尊重，信任，自由和宽容作为他们现实生活中道德困境的主要矛盾主题。该研究表明，以这种方式将学生的声音包含在MEM中可能会更好地激发学生的兴趣，并将主题与学生的日常生活联系起来。

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