從維高斯基的社會文化論談博物館兒童探索空間之設置規劃

To Set up Children's Discovery Room in Museums from the Viewpoint of Vygotsky's Social-Cultural Theory

瑞士心理學家吉恩皮亞傑（Jean Piager，1896-1980）提出的認知發展理論，於一九六○年在美國大厲風行，其對兒童認知發展的研究，如同是送給人類對兒童個體內在認知歷程的一把鑰匙，他著重於找出發展的正常過程，認為兒童的發展是持續且呈階段性的，所有兒童的發展階段次序皆相同，這並不完全因為生理成熟的原故，而肇因於後一階段的發展是奠基於前一階段上（漢菊德、陳正乾譯，民85）。他並指出教育工作者應為幼童設計出有益發展的學前計畫機構。此機構應提供兒童對認知發展不可或缺的行動機會，讓兒童去從事探索、實驗、對物體直接操作等。

Lev S. Vygotsky is the Russian psychologist. Thirty years after his death that his works were translated into English, immediately drawing wide attention from the world of psychology. Vygotsky and Piaget are now recognized as outstanding pioneers in Cognitive Development Psychology during the second half of the 20th century. Vygotsky's theories opened up new windows into the world of the social and cultural lives of children. Where Vygotsky differed from Piaget was that the former was concerned not with the process of intellectual development but rather with the origins of recognition. He postulated a new model of recognition, proposing that learning and recognition are a manifestation of social acculturation while individual thinking patterns or intellectual skills are naturally developed through experience gained while growing up in a social culture. This way of advocating recognition has been applied in the area of education in museums in the last few years, stirring up considerable debate and leading museum planners to wonder whether the layout of their buildings and displays might generate some kind of debate and inspire visitors to enjoy the experience while making new discoveries. This would make the museum more than a place to present knowledge, indeed a place for audience to create their new knowledge.