进一步建构主义理论是“社会建构主义”。然而，这明显不同于皮亚杰的方法，通过社会结构的作用，在学习，其主要支持者维果茨基，看到的作用，成人作为器乐的学习和经验的学生。从本质上讲，这是由于孩子能达到什么样的区别，以及他们在成人的帮助下所取得的成就。两者之间的差距是由维果茨基提出的最近发展区（ZPD）。通过构建经验的孩子通过使用“脚手架”，因此确保学习的地方，维果茨基建议，ZPD桥接。因此，学习是社会的，涉及互动。然而，它并不总是必要的成人是为最近发展区是桥；一个更有经验的同行可以执行相同的任务（即混合能力的谈话伙伴）。这种学习仍然是社会性的，涉及社会工具的互动，主要是语言和其他社会习俗的谈判。这种方法是小学和老师所熟悉的，是日常教学和学习的一部分。它首先分解成每个组成部分的教学概念。波拉德（1997）强调“过程是周期性的，有老师对孩子的每一个阶段的过程。这个过程需要一个高水平的学科知识的老师，在他们的照料孩子的理解。随着学习者认为装修好，方法解决个人学习上述确定的社会和文化方面，论证了学习作为一种关系的活动。它也符合小学的社会背景，作为学习过程中的主要代理。从我的经验我将查询日期可能老师将可能在三十五班的每一个孩子足够的时间和关注如何，是否调整教学总是最佳地工作在每个孩子的最近发展区所有科目的可行性。然而，我也经历了分化的课程目标，这可能是最近强调的个人评估和学习（即评估学生的进步）将协助更有效的学习，以这种方式。
英国德比大学论文代写:社会建构主义
A further constructivist theory is 'social constructivism'. However this differs noticeably from Piaget's method through the role of the social structure in learning, its principal proponent Vygotsky, saw the role of the adult as being instrumental to the learning and experiences of the pupil. In essence this is due to the difference between what the child can achieve them, and the achievements they make with help of an adult. The gap between the two was conceptualised by Vygotsky as the Zone of Proximal development (ZPD). By structuring the experience of the child through the use of 'scaffolding', therefore ensuring that learning is taking place, Vygotsky suggested that the ZPD was bridged. As such the learning is social and involves interaction. However it is not always essential for an adult to be present for the ZPD to be bridged; a more experienced peer could perform the same task (i.e. mixed ability talk partners). This learning also remains social, involving the negotiation of the social tools of interaction, chiefly language and other social conventions. This approach is one which primary schools and teachers are familiar with and a part of day to day teaching and learning. It begins by breaking down each taught concept into its component parts. Pollard (1997) remarks that "the process is cyclical, with the teacher reviewing the child's progress at each stage." This process requires a high level of both subject knowledge by the teacher and an understanding of the children in their care. Fitting well with the view of learning as enculturation, the method addresses the personal, social and cultural aspects of learning identified above, and demonstrates learning as a relational activity. It also fits well with the social setting of the primary school as being the principal agent in the process of learning. From my experience to date I would query how ably it is possible for a teacher to dedicate enough time and attention to each child in a possible class of thirty-five, and whether it is feasible to tailor teaching to always work optimally within each child's ZPD across all subjects. However, I have also experienced differentiation of lesson aims towards this, and maybe the recent emphasis on individual assessment and learning (i.e. Assessing Pupil Progress) will assist more efficient learning in this way.