一旦学生们被分配了一项单独的任务，他们中的大多数(10人中有7人)由于他们先前的知识和词汇，能够不受任何挑战地完成任务。另一方面，“成熟”的学生在没有帮助的情况下无法完成关键任务。因此，他们与更有能力的学生一起进行分析、寻找证据、解释和评估。能力较差的学生直到需要更多的批判时才会正确地做。在更有能力的同龄人的帮助下，他们发展了概念学习。在未来的课程中，如果有类似的任务，学生将会表现得更加自信;一旦内部化，脚手架就可能被移除。我认为作为教师的一种概念工具，ZPD在开发一门课程时非常有帮助，它将挑战学生的学习能力，使他们能够查询;它还帮助教师有效地分组学生，使那些能力较差的学生能够在更有能力的学生的指导和支持下取得成绩。最后，ZPD可能有助于评估学生的能力，以决定他们的年度群体分布。
加拿大论文代写:单独的任务
As soon as the students were assigned with an individual task, the majority of them (7 out of 10) were able to perform with no challenges due to their prior knowledge and vocabulary. On the other hand, the ‘ripe’ students were not able to follow the critical task unaided. Therefore, they were paired with more able students to practise analysis, finding evidence, explaining and evaluating. The less able students were doing it correctly till the point when more criticality needed. With a little aid from a more competent peer, they developed conceptual learning. In future lessons, given a similar task, students will be able to perform with more confidence; and once it is internalised, scaffolding might be removed. I think as a conceptual tool for teachers the ZPD is very helpful in developing a curriculum which will challenge students’ learning and enable them to enquire; it also helps teachers in effective grouping of students where less able students can achieve with some guidance and support from more competent students. Finally, the ZPD might be helpful in assessing students’ abilities in order to decide their year group distribution.
