This mini research explored effects of peer-scaffolding on EFL students through a collaborative oral task. In general,there are two research questions. The first one is: What kind of peer scaffolding behaviors can be ...This mini research explored effects of peer-scaffolding on EFL students through a collaborative oral task. In general,there are two research questions. The first one is: What kind of peer scaffolding behaviors can be reflected from the two participants? While the other is: How do these peer scaffolding behaviors affect or help EFL students to complete the collaborative oral task? From the research, 10 scaffolding behaviors were analyzed and classified into 5 aspects. Meanwhile, effects of peer-scaffolding can be investigated from 5 aspects mentioned above. In short, all the peer-scaffolding behaviors in this study play a positive role in helping two participants to complete the task.展开更多
Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaff...Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaffolding theory with classroom interaction in teaching higher vocational students English to help students arouse interest and enhance their comprehensive ability in English learning.展开更多
This paper explores a teaching method—scaffolding in reading class, and also studies its background theories and proposes effective plans to carry out the scaffolding method. By this cooperative teaching and learning...This paper explores a teaching method—scaffolding in reading class, and also studies its background theories and proposes effective plans to carry out the scaffolding method. By this cooperative teaching and learning, students can not only complete teaching activities with the help of the teacher and students themselves, but also cultivate their abilities to use English and think critically.展开更多
The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development ...The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.展开更多
Lexical chunks minimize the language learners'burden of memorization and play a very important role in saving language pro cessing efforts so as to improve the learners'language fluency,appropriacy and idiomat...Lexical chunks minimize the language learners'burden of memorization and play a very important role in saving language pro cessing efforts so as to improve the learners'language fluency,appropriacy and idiomaticity.Lexical chunks are taken as"scaffolding"in college English teaching to effectively enhance learners'language proficiency.展开更多
The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In ...The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In this paper,discourse analysis methodology utilized to carry out the research.In the study,the data collected from the transcripts of audio and video- recorded interaction during lessons in ESL classrooms at advanced level.The finding indicated that effective scaffolding among learners can promote their metacognition.It is hoped that the present study can serve to raise teachers' awareness of the importance of learner-learner scaffolding in English language teaching and learning.展开更多
AIM To statistically examine the released clinical trials and meta-analyses of polymeric bioresorbable scaffolds resuming the main accomplishments in the field with a translation to the routine clinical practice.METHO...AIM To statistically examine the released clinical trials and meta-analyses of polymeric bioresorbable scaffolds resuming the main accomplishments in the field with a translation to the routine clinical practice.METHODS The statistical power in clinical trials such as ABSORB Japan,ABSORB China,EVERBIO II,AIDA,and few meta-analyses by the post hoc odds ratio-based sample size calculation,and the patterns of artery remodeling published in papers from ABSORB A and B trials were evaluated.RESULTS The phenomenal admiration from the first ABSORB studies in 2006-2013 was replaced by the tremendous disappointment in 2014-2017 due to reported relatively higher rates of target lesion failure(a mean prevalence of 9.16%)and device thrombosis(2.38%)in randomized controlled trials.Otherwise,bioresorbable vascular scaffold(BVS)performs as well as the metallic drugeluting stent(DES)with a trend toward some benefits for cardiac mortality[risk ratio(RR),0.58-0.94,P>0.05].The underpowered design was confirmed for some studies such as ABSORB Japan,ABSORB China,EVERBIOⅡ,AIDA trials,and meta-analyses of Polimeni,Collet,and Mahmoud with some unintentional bias(judged by the asymmetrical Funnel plot).Scaffold thrombosis rates with Absorb BRS were comparable with DES performed with a so-called strategy of the BVS implantation with optimized pre-dilation(P),sizing(S)and post-dilation(P)(PSP)implantation(RR,PSP vs no PSP 0.37)achieving 0.35 per 100 patient-years,which is comparable to the RR 0.49 with bare-metal stents and the RR 1.06 with everolimus DES.Both ABSORBⅡand ABSORBⅢtrials were powered enough for a five-year follow-up,but the results were not entirely conclusive due to the mostly non-significant fashion of data.The powered metaanalyses were built mostly on statistically poor findings.CONCLUSION The misunderstanding of the pathology of transient scaffolding drives the failures of the clinical trials.More bench studies of the vascular response are required.Several next-generation BVS including multifunctional electronic scaffold grant cardiology with a huge promise to make BVS technology great again.展开更多
This study was conducted to explore the construction of scaffolding teaching mode of Traditional Chinese Medicine under the background of"Internet+".The students of Grade 2018 majoring in traditional Chinese...This study was conducted to explore the construction of scaffolding teaching mode of Traditional Chinese Medicine under the background of"Internet+".The students of Grade 2018 majoring in traditional Chinese medicine were selected as the object,and some chapters of the textbook of traditional Chinese medicine were selected and taught by the traditional teaching mode while interspersing the scaffolding teaching mode,in order to help the implementation of the scaffolding teaching model.We adopted the methods of setting up situational scaffolding,question scaffolding and guide scaffolding to carry out relevant teaching contents.The scaffolding instruction model has a good degree of participation,and to a certain extent,it stimulates students'self-consciousness and enthusiasm,and improves their ability of analyzing and solving problems and their spirit of innovation.展开更多
As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indis...As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.展开更多
In this paper, the teaching of course Three-dimensional Animation Foundation is designed mainly based on teaching content modularization and scaffolding teaching model. The modularized content design for Three-dimensi...In this paper, the teaching of course Three-dimensional Animation Foundation is designed mainly based on teaching content modularization and scaffolding teaching model. The modularized content design for Three-dimensional Animation Foundation is specifically expounded, and also the ideas for developing the scaffolding teaching model are analyzed. How to integrate the scaffolding teaching model into course teaching is introduced in details. Finally, new methods for guiding students to think independently in course teaching and improve students＇ self-awareness and self-learning ability are proposed.展开更多
The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire...The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.展开更多
This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the...This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.展开更多
Traditional spoon-fed teaching in English classroom has exposed students to a trouble where they might lack enough collaborative experiences of language use in solving daily problems.In order to solve the problem,teac...Traditional spoon-fed teaching in English classroom has exposed students to a trouble where they might lack enough collaborative experiences of language use in solving daily problems.In order to solve the problem,teachers are facing the challenge of prompting peer interaction within a scaffold.So the question of how to improve students’awareness of collaboration in English classes has become the main focus of this article.It will try to discuss about the concept of peer scaffolding while at the same time,reflect on a detailed lesson plan which uses it to raise students’awareness to cooperate in problem solving.展开更多
Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase an...Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.展开更多
This study measures the effectiveness of combining group discussions,pre-questionings,or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model.However,i...This study measures the effectiveness of combining group discussions,pre-questionings,or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model.However,in practice,the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies.The results of this study are only for reference,in hope that future researchers may contribute to the improvement in this subject.展开更多
setting up scaffolds according to the operation requirements can effectively ensure the smooth progress of engineering construction. Different types of scaffolds must be selected according to different building requir...setting up scaffolds according to the operation requirements can effectively ensure the smooth progress of engineering construction. Different types of scaffolds must be selected according to different building requirements. Scaffold is an indispensable high-altitude operation tool in construction engineering. In order to ensure construction safety, scaffold safety management must be done well.展开更多
Due to the need of the progress of the project, the erection of scaffolding directly affects the construction time of the project, the quality of the project, the project cost and personnel safety. The cost of scaffol...Due to the need of the progress of the project, the erection of scaffolding directly affects the construction time of the project, the quality of the project, the project cost and personnel safety. The cost of scaffolding is about 3% of the cost of the main building. However, there are few systematic studies on the valuation method of scaffolding engineering. This article examines the scaffolding segmentation and calculation rules, by comparing the scaffold material, daily consumption and the quota and the lease of the cost, the subcontract labor efficiency and cost differences in actual construction process, the applicability of the inspection in actual construction process, and puts forward constructive Suggestions for scaffolding construction of valuation methods.展开更多
Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experience...Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices.This study examined Chinese elementary school teachers'reflections on learning to facilitate small-group collaborative reasoning(CR)discussions in their classrooms.Design/Approach/Methods:Two fourth-grade teachers in a public school in Beijing,China,participated in the study,where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals.Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers'learning progress.Findings:The results showed that although the teachers encountered major challenges,such as a drastic shift in their roles,the intense cognitive demands of scaffolding,and the emotional stress of handling the uncertainties of CR discussions,they also made noteworthy progress while learning to facilitate CR discussions.The teachers'achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress.Originality/Value:This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach.It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.展开更多
Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The parti...Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher＇s retrospection from an interview illustrated the teacher＇s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher＇s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.展开更多
文摘This mini research explored effects of peer-scaffolding on EFL students through a collaborative oral task. In general,there are two research questions. The first one is: What kind of peer scaffolding behaviors can be reflected from the two participants? While the other is: How do these peer scaffolding behaviors affect or help EFL students to complete the collaborative oral task? From the research, 10 scaffolding behaviors were analyzed and classified into 5 aspects. Meanwhile, effects of peer-scaffolding can be investigated from 5 aspects mentioned above. In short, all the peer-scaffolding behaviors in this study play a positive role in helping two participants to complete the task.
文摘Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaffolding theory with classroom interaction in teaching higher vocational students English to help students arouse interest and enhance their comprehensive ability in English learning.
文摘This paper explores a teaching method—scaffolding in reading class, and also studies its background theories and proposes effective plans to carry out the scaffolding method. By this cooperative teaching and learning, students can not only complete teaching activities with the help of the teacher and students themselves, but also cultivate their abilities to use English and think critically.
文摘The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.
文摘Lexical chunks minimize the language learners'burden of memorization and play a very important role in saving language pro cessing efforts so as to improve the learners'language fluency,appropriacy and idiomaticity.Lexical chunks are taken as"scaffolding"in college English teaching to effectively enhance learners'language proficiency.
文摘The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In this paper,discourse analysis methodology utilized to carry out the research.In the study,the data collected from the transcripts of audio and video- recorded interaction during lessons in ESL classrooms at advanced level.The finding indicated that effective scaffolding among learners can promote their metacognition.It is hoped that the present study can serve to raise teachers' awareness of the importance of learner-learner scaffolding in English language teaching and learning.
文摘AIM To statistically examine the released clinical trials and meta-analyses of polymeric bioresorbable scaffolds resuming the main accomplishments in the field with a translation to the routine clinical practice.METHODS The statistical power in clinical trials such as ABSORB Japan,ABSORB China,EVERBIO II,AIDA,and few meta-analyses by the post hoc odds ratio-based sample size calculation,and the patterns of artery remodeling published in papers from ABSORB A and B trials were evaluated.RESULTS The phenomenal admiration from the first ABSORB studies in 2006-2013 was replaced by the tremendous disappointment in 2014-2017 due to reported relatively higher rates of target lesion failure(a mean prevalence of 9.16%)and device thrombosis(2.38%)in randomized controlled trials.Otherwise,bioresorbable vascular scaffold(BVS)performs as well as the metallic drugeluting stent(DES)with a trend toward some benefits for cardiac mortality[risk ratio(RR),0.58-0.94,P>0.05].The underpowered design was confirmed for some studies such as ABSORB Japan,ABSORB China,EVERBIOⅡ,AIDA trials,and meta-analyses of Polimeni,Collet,and Mahmoud with some unintentional bias(judged by the asymmetrical Funnel plot).Scaffold thrombosis rates with Absorb BRS were comparable with DES performed with a so-called strategy of the BVS implantation with optimized pre-dilation(P),sizing(S)and post-dilation(P)(PSP)implantation(RR,PSP vs no PSP 0.37)achieving 0.35 per 100 patient-years,which is comparable to the RR 0.49 with bare-metal stents and the RR 1.06 with everolimus DES.Both ABSORBⅡand ABSORBⅢtrials were powered enough for a five-year follow-up,but the results were not entirely conclusive due to the mostly non-significant fashion of data.The powered metaanalyses were built mostly on statistically poor findings.CONCLUSION The misunderstanding of the pathology of transient scaffolding drives the failures of the clinical trials.More bench studies of the vascular response are required.Several next-generation BVS including multifunctional electronic scaffold grant cardiology with a huge promise to make BVS technology great again.
基金Supported by 2017 Teaching Quality and Teaching Reform Project of Guizhou University of Traditional Chinese Medicine(3045-045170035)2018 School-level Undergraduate Teaching Engineering Construction Project of Guiyang College of Traditional Chinese Medicine(GZY-JG(2018)03)。
文摘This study was conducted to explore the construction of scaffolding teaching mode of Traditional Chinese Medicine under the background of"Internet+".The students of Grade 2018 majoring in traditional Chinese medicine were selected as the object,and some chapters of the textbook of traditional Chinese medicine were selected and taught by the traditional teaching mode while interspersing the scaffolding teaching mode,in order to help the implementation of the scaffolding teaching model.We adopted the methods of setting up situational scaffolding,question scaffolding and guide scaffolding to carry out relevant teaching contents.The scaffolding instruction model has a good degree of participation,and to a certain extent,it stimulates students'self-consciousness and enthusiasm,and improves their ability of analyzing and solving problems and their spirit of innovation.
文摘As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.
文摘In this paper, the teaching of course Three-dimensional Animation Foundation is designed mainly based on teaching content modularization and scaffolding teaching model. The modularized content design for Three-dimensional Animation Foundation is specifically expounded, and also the ideas for developing the scaffolding teaching model are analyzed. How to integrate the scaffolding teaching model into course teaching is introduced in details. Finally, new methods for guiding students to think independently in course teaching and improve students＇ self-awareness and self-learning ability are proposed.
文摘The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.
文摘This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.
文摘Traditional spoon-fed teaching in English classroom has exposed students to a trouble where they might lack enough collaborative experiences of language use in solving daily problems.In order to solve the problem,teachers are facing the challenge of prompting peer interaction within a scaffold.So the question of how to improve students’awareness of collaboration in English classes has become the main focus of this article.It will try to discuss about the concept of peer scaffolding while at the same time,reflect on a detailed lesson plan which uses it to raise students’awareness to cooperate in problem solving.
文摘Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.
文摘This study measures the effectiveness of combining group discussions,pre-questionings,or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model.However,in practice,the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies.The results of this study are only for reference,in hope that future researchers may contribute to the improvement in this subject.
文摘setting up scaffolds according to the operation requirements can effectively ensure the smooth progress of engineering construction. Different types of scaffolds must be selected according to different building requirements. Scaffold is an indispensable high-altitude operation tool in construction engineering. In order to ensure construction safety, scaffold safety management must be done well.
文摘Due to the need of the progress of the project, the erection of scaffolding directly affects the construction time of the project, the quality of the project, the project cost and personnel safety. The cost of scaffolding is about 3% of the cost of the main building. However, there are few systematic studies on the valuation method of scaffolding engineering. This article examines the scaffolding segmentation and calculation rules, by comparing the scaffold material, daily consumption and the quota and the lease of the cost, the subcontract labor efficiency and cost differences in actual construction process, the applicability of the inspection in actual construction process, and puts forward constructive Suggestions for scaffolding construction of valuation methods.
基金supported by grants from the Ministry of Education of the People's Republic of China(17YJA190009)to Hong Li and a Small Grant from the University of Montana to Jingjing Sun.
文摘Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices.This study examined Chinese elementary school teachers'reflections on learning to facilitate small-group collaborative reasoning(CR)discussions in their classrooms.Design/Approach/Methods:Two fourth-grade teachers in a public school in Beijing,China,participated in the study,where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals.Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers'learning progress.Findings:The results showed that although the teachers encountered major challenges,such as a drastic shift in their roles,the intense cognitive demands of scaffolding,and the emotional stress of handling the uncertainties of CR discussions,they also made noteworthy progress while learning to facilitate CR discussions.The teachers'achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress.Originality/Value:This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach.It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.
基金supported by Hubei Provincial Educational Science Planned Project(No.2014B004)the Fundamental Research Funds for the Central Universities(No.413000004)supported by the Special Funds for Reform of Education and Teaching for the Central Universities(No.413200010)
文摘Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher＇s retrospection from an interview illustrated the teacher＇s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher＇s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.
