英国毕业论文没过：脚手架的学习概念
因此，多模态文本最终为儿童创造了更好的沟通途径(Simpson et al.， 2013)。最近发展区的大多数教学规划在语言学习中使用了脚手架的概念。现在，多模态将向学习者介绍帮助他们通过最近发展区的符号学资源(Walsh et al.， 2015)。通过使用这些符号系统，教师将允许学生在学生熟悉的模式下操作，也可以在他们舒适区之外的新区域中操作，从而激励学生在近区学习。他们将能够在现有知识的基础上使用符号学通过多模态脚手架引入。Welsh et al(2015)的研究结果表明，对于二语学习者来说，多模态交际实践和搭建确实可以看到积极的效果。案例研究表明，学校可以根据上下文在两种和多种符号实践之间创造插值的机会。
英国毕业论文没过：脚手架的学习概念
脚手架可以促进学习。脚手架是研究工作中提倡的帮助学生更有效地学习的方法之一。任何时候，都有学生所拥有的知识，也有学生尚未掌握的知识。第二种形式的知识是指导者应该促进的。本文讨论了发展的近区和脚手架作为主要技术，可以发挥重要作用，以提高第二语言学习者的学习。模态技术的使用提高了脚手架的效率。在当前的数字化环境下，学生可以随时保持联系，同学搭建活动，老师指导学习活动的机会可以更好的提高学生的针对性。
英国毕业论文没过：脚手架的学习概念
Multimodal texts hence end up creating better communication pathways for children (Simpson et al., 2013). Most pedagogical planning with the zones of proximal development uses the concept of scaffolding in language learning. Now multimodality will introduce learners to semiotic resources that help them through their zone of proximal development (Walsh et al., 2015). By making use of these semiotic systems, the teachers would allow student to both operate in modes that the students are familiar and also in newer zones outside their comfort zone thus motivating learning in the proximal zone. They would be able to build on their existing knowledge using the semiotics introduced through scaffolding with multimodality. The research findings of Welsh et al (2015) indicated that it was indeed possible to see a positive effect when it came to multimodal communicative practices and scaffolding for second language learners. The use of a case study showed opportunities for interpolation between the two and multiple semiotic practices could be created by the school based on context.
英国毕业论文没过：脚手架的学习概念
Scaffolding facilitates learning. Scaffolding is advocated in research works as one of the ways to help a student learn more effectively. At all times, there are knowledge that student possesses and knowledge that the student has yet to acquire. The second form of knowledge is what should be facilitated by the instructors. This essay discusses the proximal zone of development and scaffolding as the main techniques that could play a significant role for improving learning for the second language learner. The use of modality techniques improves the efficiency of scaffolding. In the current digital environment, where students can stay connected all the time, the chances of peer scaffolded activities as well as teacher guided activities for learning could lead to better improvement for the student being targeted.
