This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky’s Zone of Proximal Development (ZPD), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially when it comes to supporting students in classroom contexts. In classrooms where one teacher supports multiple students, scaffolding is distributed across various tools and social scaffolds. A discussion of the notion of distributed scaffolding is presented, to describe how students in classrooms may be supported by various tools and social scaffolds. The paper then introduces the kinds of distribution and interactions between tools and social scaffolds that need to be considered to support multiple students in classroom contexts. Finally, distributed scaffolding is discussed with reference to the key features of scaffolding, especially fading and transfer of responsibility.

本文追溯了脚手架结构的起源，将其置于其理论-历史背景中。本文讨论了维果茨基最近发展区（ZPD）之间的联系。)，以及脚手架的概念，并解释了脚手架和脚手架之间的区别。然后，本文讨论了脚手架概念所经历的变化，尤其是在课堂环境中支持学生方面。在一名教师支持多名学生的教室中，脚手架分布在各种工具和社交脚手架上。讨论了分布式脚手架的概念，以描述各种工具和社会脚手架如何支持课堂上的学生。然后，本文介绍了在课堂环境中支持多个学生所需的工具和社交支架之间的分布和交互类型。最后，参考脚手架的主要特点讨论分布式脚手架，