论文代写:老师与学生交互构建

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英国论文代写 论文通

英国论文通 ASSIGNMENT PASS - 论文代写以独特的英国论文代写.英国essay代写和assignment代写专业服务理念,尝试创新的代写形式赢得了英国留学生的口碑.我们代写团队对于代写论文采取多样化的手段.做到了代写论文的原创性和对论文抄袭的杜绝.

14/03/2018

论文代写:老师与学生交互构建

在课堂环境中,教师主要负责构建交互。他们参与制定学习者学习他们能够执行的任务的步骤。可以使用称为脚手架的教学策略。教师负责提供支持,直到学员可以独立了解任务。老师用这个来指导学习者了解这些概念。他们需要理解学生的认知能力,以适应情景。在这个具体的教学课上,老师用这些认知技巧和学生的推理来建立对话。她鼓励学生参加课堂。

论文代写:老师与学生交互构建
这使他们能够就学习者了解的内容建立有意义的联系(Dashwood,2005)。通过使用一个与学生相关的简单例子,维果茨基认为学习不一定要立即发生(Chaiklin,2003))。它是关于与概念和实时实验关联的。类似于这个类比,老师帮助学生获得对这个概念的认可,并且使他们能够与课程相联系。老师很容易概括一下她在开始时所说的内容,并能够将其用作学生之间的一种对话形式。学生需要被安置在不同的合作小组中以掌握任务或概念。这些都是从对班级的观察中提出的。对于这种意识形态,可以使用Kumaravadivelu(2003)的概念。这项研究指出,参与课堂活动的学生可以获得更多的理解。学生有可能参与有意义的联系和学习过程。

论文代写:老师与学生交互构建

Within the classroom setting, the teacher becomes primarily responsible for structuring interactions. They are involved in the development of the steps for the learner to learn the tasks that they are capable of performing. The instructional strategy known as the scaffolding can be used. The instructor is charged with the process of providing support until the learner can learn about the tasks independently. The teacher uses this to guide the learners to learn about the notions. They need to have comprehension of the cognitive skills of the students to fit it into the scenario. In this specific teaching class, the teacher had used these cognitive skills and reasoning of the students to build the dialogue. She encouraged the students to participate in the class.

论文代写:老师与学生交互构建
This enabled them to make meaningful connections as to what the learners have comprehended (Dashwood, 2005). By using a simple example related to the students, Vygotsky states that the learning does not have to happen immediately (Chaiklin, 2003)). It is about making associations with the concepts and real-time experiments. Similar to this analogy, the teacher assisted the students to gain recognition of the concept and enabled them to connect with the classes. It was easy for the teacher to recapitulate what she had stated in the beginning and was able to apply it as a form of dialogue between the students. The students needed to be placed in different collaborative groups to have gained mastery of the tasks or concepts. These were alluded from observation of the class. To this ideology, the notion of Kumaravadivelu (2003) can be used. This research states that the students when involved in the classroom activities can gain more comprehension. There is plausibility for the students to be engaged in meaningful connections and learning process.

 

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