造成学困生的最主要原因不在于智力,而是在于知识迁移过程中日积月累造成的断链。布鲁姆认为“只要提供足够的时间与适当的帮助,95%的学生能够学习一门学科,并达到高水平的掌握。”前苏联教育家维果·茨基的“最近发展区”的理论认为,每个学生都存在两种发展水平,一是现有水平,二是潜在水平。它们之间的区域被称为“最近发展区”。教学只有从这两种水平的个体差异出发,让学生一伸手就够得着,把最近发展区转化为现有发展水平, The most important reason for students learning hardship lies not in intelligence, but in broken chains caused by the accumulation of knowledge over time. Broome believes that “as long as adequate time and appropriate help are provided, 95% of students are able to learn a discipline and achieve a high level of mastery.” “The recent Soviet Union Vyacheski’s” Recent Developments “Theory that each student there are two levels of development, one is the current level, the second is the potential level. The area between them is called ”Recent Developments." Teaching only from the two levels of individual differences starting to allow students to reach out to get enough to the recent development zone into the existing level of development,