Vygotsky believes that because of the use of tools, people have a new way to adapt, that is, the indirect way of material production, rather than adapting to nature in a direct way like animals. The indirect experience of human beings, that is, the experience of social and cultural knowledge, is condensed in the production of human tools, which makes the law of human psychological development not restricted by the law of biological evolution, but by the law of social and historical development.
The process of intelligence formation
In the study of children's thinking genesis, many international psychologists put forward the theory that external actions are "internalized" as intellectual activities. Vygotsky is one of the earliest advocates of "internalization" theory. He pointed out that the most important feature of teaching is that teaching creates the nearest development zone, that is, teaching arouses and promotes a series of internal development processes of students. Let students master the experience of all mankind through teaching and internalize it into their own inner wealth.
Vygotsky's internal chemistry theory is based on his tool theory. He believes that human spiritual production tools or "psychological tools", as mentioned above, are all kinds of symbols. The use of symbols will fundamentally transform psychological activities, not only in the development of human beings, but also in the development of individuals. Students cannot use language as a tool to organize psychological activities in their early years. The forms of psychological activities are "direct and involuntary, low-level and natural".
Only by mastering the tool of language can we transform it into "indirect and casual, advanced, social and historical" psychological skills. The new and advanced forms of social, historical and psychological activities are first formed as external activities, then "internalized" into internal activities, and then "silently" carried out in the mind.