ps代写：劳拉老师的课
这节课的内容是分析课堂上的囤积行为。参与其中的教师的主要目标是引入语言的宏观发展技能来发展被动技能和实时表达。大多数学生都对刊登广告的人进行分析感兴趣。很明显，这使得学生能够进行社会互动。他们吸收了事实并进行了实时讨论。在这一过程中，学生的内在文化联系是明显的。很明显，最近发展区被应用到教学过程中。维果茨基的近距离发展理论可以应用于课堂环境。
ps代写：劳拉老师的课
在课堂环境中，教师主要负责构建交互。他们参与了学习者学习他们能够完成的任务的步骤的发展。教学策略被称为脚手架可以使用。教师负责提供支持的过程，直到学习者能够独立学习任务。老师用这个来引导学生学习概念。他们需要对学生的认知技能有一定的理解，以使其适应情境。在这个具体的课堂教学中，老师运用学生的这些认知技能和推理能力来构建对话。她鼓励学生们参加这个班。这使得他们能够对学习者所理解的内容进行有意义的联系(Dashwood, 2005)。维果茨基通过一个与学生相关的简单例子说明，学习并不需要立即发生(柴克林，2003)。它是关于将概念和实时实验联系起来。类似于这个类比，老师帮助学生获得概念的识别，使他们能够与课堂联系起来。老师很容易概括她一开始所说的内容，并能将其作为学生之间的对话形式加以应用。学生需要被安排在不同的协作小组，以掌握任务或概念。这些都是从课堂观察中得到的暗示。对于这种意识形态，Kumaravadivelu(2003)的概念是可以使用的。本研究认为，学生参与课堂活动可以获得更多的理解。学生参与有意义的联系和学习过程是有道理的。
ps代写：劳拉老师的课
The section that was taught in the class was about analysis of a particular hoarding in the class. The main objective of the teacher who was involved was to bring in the macro developmental skills within the languages to develop the passive skills and also real-time expressions. Most of the students were interested in making the analysis of the person who had posted the advertisement. It was evident that this enables the student to have the social interactions. There was assimilation of the facts and real-time discussion. The innate cultural connection of the students was evident in this process. It was evident that the zone of proximal development was applied to the teaching process. Vygotsky theory of proximal development can be applied in the classroom setting.
ps代写：劳拉老师的课
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. 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.
