近端发展区是学生可以独立完成的工作与他们在“知识渊博的其他人”的帮助下可能做的事情之间的差距。维果茨基将近端发展区域定义如下：“近端发展区域是通过独立解决问题确定的实际发展水平与通过成人指导下解决问题或与更有能力合作解决问题所确定的潜在发展水平之间的距离在近端发展区，学习者接近发展新的技能或知识，但他们需要帮助和鼓励。例如，想象一下学生刚刚掌握了基本的补充。此时，基本减法可能会进入近端发育区域，这意味着它们具有学习减法的能力，并且很可能能够在指导和支持下掌握它。然而，代数可能不在这个学生的近端发展区域，因为掌握代数需要理解许多其他基本概念。根据维果茨基的说法，近端发育区为学习者提供了掌握新技能和知识的最佳机会，因此在掌握了补充之后，学生应该学习减法而不是代数。维果茨基指出，孩子目前的知识并不等同于他们的近端发育区。两个孩子在测试他们的知识时可能会获得相同的分数（例如，证明他们的知识水平为8岁），但在他们解决问题的能力测试中有不同的分数（无论是否有成人帮助）。
英国拉夫堡大学Education论文代写：基本概念
The near-end development zone is the gap between what students can do independently and what they might do with the help of “knowledgeable others”. Vygotsky’s definition of the near-end development region is as follows: “The near-end development region is between the actual level of development determined by independent problem-solving and the potential level of development as determined by adult-oriented problem solving or with more capable cooperation to solve problems. The distance in the near-end development area, learners are close to developing new skills or knowledge, but they need help and encouragement. For example, imagine that the student has just mastered the basic supplement. At this point, the basic subtraction may enter the proximal developmental area. This means that they have the ability to learn subtraction and are likely to be able to grasp it with guidance and support. However, algebra may not be in the near-end development area of this student, because mastering algebra requires understanding many other basic concepts. According to Vygotsky The near-end development zone provides learners with the best opportunity to acquire new skills and knowledge, so after mastering the supplement, students should learn subtraction rather than algebra. Vygotsky points out that the child’s current knowledge is not equivalent. In their proximal developmental zone, two children may get access to their knowledge The same score (for example, to prove their knowledge level is 8 years old), but there are different scores in the ability to test their problem-solving (whether adult help).