澳洲布里斯班代写assignment:维果茨基

2018-08-25 22:37

1896年，利维·塞门诺维奇·维果茨基(Lev Semenovich Vygotsky)出生于俄罗斯，同年出生的是皮亚杰。1917年，他考入莫斯科大学，并在俄国革命前夕获得法学学位。一段时间后，马克思主义取代了俄罗斯革命，维果茨基开始研究心理学。马克思主义的新哲学强调社会主义和社会集体主义。因此，他的观点代表了马克思主义对语言和发展的社会变革思想。维果茨基在学校还学习了哲学、心理学、文学和艺术等各种学科。他在一家教师培训机构当老师，并在那里建立了一个心理学实验室。他进入心理学的主要途径始于1924年的第二届心理神经学大会。维果茨基发表了一篇论文，批评了巴甫洛夫的反射理论。莫斯科大学心理学院院长康斯坦丁·科尔尼洛夫在出色的演讲表演之后，邀请维果茨基进入大学(Gredler, 2005)。1925年，他的论文《艺术心理学》获得博士学位。维果茨基完成了手稿、文章和书籍，并编辑了一份期刊，直到1934年因肺结核去世。他的主要著作是关于文化符号和符号在注意力、抽象、语言、记忆和推理发展中的作用(Gredler, 2005)。他的大部分作品是在他死后出版的。他的文化历史发展和认知发展的概念在他死后仍然是不完整的。在他死后，他的理论中加入了一些与他的研究相一致的基本概念。
澳洲布里斯班代写assignment:维果茨基
Lev Semenovich Vygotsky was born in Russia in 1896, the same year with Piaget. He attended Moscow University and graduated with a degree of law in 1917 just before the start of Russian Revolution. After a while the Russian revolution where the Marxism replaced, Vygotsky worked in psychology. The new philosophy of the Marxist stressed socialism and collectivism in society. So his views represented Marxist ideas of social change to language and development. Vygotsky also studied various subjects in school such as philosophy, psychology, literature and art. He worked as a teacher at a teacher training institution where he founded a psychology laboratory. His main entry into psychology started with the second Psychoneurological congress in 1924. Vygotsky presented a paper and criticized Pavlov's reflexology theory. After his brilliant presentation performance, Konstantin Kornilov who is the director of Psychological Institute of Moscow University invited Vygotsky for a position in university (Gredler, 2005). His dissertation, in 1925,"The Psychology of Art", was accepted for the Ph.D. degree. Vygotsky completed manuscripts, articles, and books and edited a journal until his death in 1934 because of tuberculosis. His major writings are about the role of cultural signs and symbols in the development of attention, abstraction, language, memory and reasoning ( Gredler, 2005). Most of his writings were published after his death. His concepts of cultural historical development of cognitive development remained incomplete at his death. After his death some basic concepts fixed with his studies were added his theory.

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