个体建构与社会交互——基于皮亚杰与维果茨基理论的学前儿童认知发展研究述评

Individual Construction and Social Interaction—A Review of Preschool Children’s Cognitive Development Research from Piaget and Vygotsky’s Theories

摘要: 人生百年，立于幼学。学前阶段(3~6岁)是个体心理发展的关键时期，这一时期的发展质量不仅直接影响儿童的认知结构与学习能力，更关乎其终身学习倾向与社会性发展的基础。理解该阶段发展机制的两大核心理论分别为皮亚杰的认知发展理论与维果茨基的社会文化理论，二者演变为发展心理学研究的两种不同范式，即以皮亚杰为代表的自然科学范式和以维果茨基为代表的社会文化范式。前者强调个体在认知发展中的主动建构与阶段性质变，后者则突出社会文化互动和成人支架在促进儿童最近发展区发展中的关键作用。文章旨在系统梳理、比较并分析这两大理论体系，剖析其在认知发展解释层面的异同、哲学根源与动态协同机制，尝试建构可操作的整合分析框架；同时，总结国内外实证研究证据，进而探讨其对当前学前教育模式、课程设计及师生互动等方面的实践启示，并辅以教学案例具象化理论落地路径。最后，展望未来研究方向，包括理论整合的实际应用、跨文化比较的深化以及基于实证的教育干预策略优化，以期为促进学前教育质量提升提供理论参照与可落地的实践路径。

Abstract: A person’s life of a hundred years is founded upon early learning. The preschool stage (ages 3 - 6) is a critical period for individual psychological development. The quality of development during this period not only directly affects children’s cognitive structures and learning abilities but also bears on the foundations of their lifelong learning dispositions and social development. The two core theories for understanding the developmental mechanisms of this stage are Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory, which have evolved into two different paradigms in developmental psychology research: the natural science paradigm represented by Piaget and the sociocultural paradigm represented by Vygotsky. The former emphasizes individuals’ active construction and stage-like qualitative transformations in cognitive development, while the latter highlights the key role of sociocultural interaction and adult scaffolding in promoting children’s development within the zone of proximal development. This paper systematically reviews and comparatively analyzes these two theoretical systems, unpacking their convergences, divergences, philosophical roots, and dynamic synergistic mechanisms in explaining preschoolers’ cognitive development, and attempts to construct an operable integrated analytical framework. It systematically sorts out domestic and foreign empirical research evidence, further explores their practical implications for contemporary preschool education models, curriculum design, and teacher‑child interaction, and supplements teaching cases to visualize the path of theory implementation. The discussion concludes with a forward‑looking outlook on future research directions, including practical applications of integrated theoretical frameworks, in‑depth cross‑cultural comparative studies, and evidence‑based refinement of educational intervention strategies. The ultimate aim is to provide theoretical references and actionable practical pathways for advancing the overall quality of preschool education.