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A Research on Construction of teacher-student interaction Platform Based on Web2.0—A Case Study of English Teaching in School of Foreign Languages

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A Research on Construction of Teacher-student Interaction Pl...

Scaffolding in teacher-student interaction:A Case Study in Two Oral English Classes in China

第三届教学管理与课程建设学术会议

作者： Yong LIU School of Foreign Languages, China West Normal University, Nanchong Sichuan Province, P.R.China.

interaction between teachers and students is a hot topic of education research. It is often ignored by teachers due to the time limitation in class. Taking English teaching in School of Foreign Languages (SFL), China West Normal University for example, the English major students seldom had any opportunities to interact with teachers in class. Therefore, the author faced that question and conducted a survey on the English major teachers and students. By reviewing the relevant cases, the author found that constructing a network platform based on web2.0 was a way to solve the problem. After the network platform constructed and opened it to the teachers and students for 6 months, the author conducted a survey on the teachers and students again. From the survey statistics, it was showed that the network platform based on web2.0 was a new and available channel for the interaction between the teachers and students. It can help the teachers and students overcome the time and space limitation.

关键词： Web2.0 teacher-student interaction Network interaction interaction Platform English Teaching

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Chinese Journal of Applied Linguistics 2011年第3期34卷 89-98,128页

作者：李红杨为王光华陈晚霞重庆大学语言认知及语言应用研究基地重庆大学外国语学院

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.

关键词： teacher-student interaction scaffold teacher's role oral English classes

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学生学业进步何以可能

中小学学校管理 2024年第1期

作者：赵红霞杜国龙

学生学习的“增值”程度是衡量学校办学质量的重要指标，也是判断优质教育的重要标准。学校本身所能发挥的效用不仅受学校内部各系统要素的制约，同时也与国家政策、地区经济发展水平、社会阶层分化状况等宏观结构要素密切相关，多种因... 详细信息

学生学习的“增值”程度是衡量学校办学质量的重要指标，也是判断优质教育的重要标准。学校本身所能发挥的效用不仅受学校内部各系统要素的制约，同时也与国家政策、地区经济发展水平、社会阶层分化状况等宏观结构要素密切相关，多种因素的叠加影响使得学校效应的生成具有社会情境性特征。基于“中国教育追踪调查”数据，从中国国情和学业基础视角出发，通过构建多层次增值模型，探究包括学校资源投入、教育过程、学校氛围及组织管理在内的学校教育对学生学业成就的增值影响，以进一步厘清学校增值效应的作用机制及在异质性学生群体中的表现。实证研究表明，学校教育存在显著的增值效应，师生互动和学校氛围是学校增值效应的有效机制，学校增值效应具有显著的学生群体异质性。正是这些隐形的学校教育形式，无形中推动了基础薄弱学生在学业上的良好表现与发展，进而促进了教育公平。

关键词：学校增值效应师生互动学校氛围教育公平 a school's value-added effect teacher-student interaction school climate educational equity

Autonomy in Scaffolding as Learning in teacher-student Negotiation of Meaning in a University EFL Classroom

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Chinese Journal of Applied Linguistics 2017年第4期40卷 410-430,471页

作者：李丹丽武汉大学

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.

关键词： autonomy scaffolding teacher-student interaction regulation negotiation of meaning

Preliminary Study on Quantitative Research Methods of Discussion-based Teaching： CAD/CAM Course

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International Journal of Plant Engineering and Management 2018年第2期23卷 71-78页

作者： FAN Yiqiang ZHANG Yiyi HE Dongmei YU Yuan ZHANG Yajun Beijing University of Chemical Technology Beijing 100029 China Beanstalk International Bilingual School Beijing 101312 China

Computer-aided design and manufacturing, or CAD/CAM, in a narrow sense, is the use of a computer for component design and machining. As a specialized course for students, CAD/CAM course is a required course for undergraduates majoring in mechanical engineering and related engineering majors and also the core technical skills to be mastered during the undergraduate study. Based on the teaching practices of CAD/CAM course, this paper tries to introduce the discussion-based method in curriculum design and the implementation of the course, and enhance the interaction between teachers and students through using new information interaction tools such as WeChat group and course homepage to stimulate students＇ interest, and also expand the learning space and time. Thus, the problems students have will be solved in real time. In this study, for the first time, the statistical methods are used to record detailed the speaking students＇ interaction, and also carries out quantitative time, keywords and the frequency of teachers and analysis in order to explore the interactive patterns between teacher and students in discussion-based teaching, so as to improve communication and learning efficien between teacher and students. Meanwhile, this paper also discussed the advantages and the disadvantages cy of using discussion-based teaching in the hope that it can provide reference for the following discussion-based teaching of CAD/CAM course in mechanical or related engineering majors.

关键词： discussion-based teaching quantitative evaluation teacher-student interaction

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论师生交往中“师爱”发生的价值秩序

中小学教育 2013年第10期

作者：魏宏聚

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价... 详细信息

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价值王国中，价值的相互关系具有一定的“级序”。根据这一理论，如果一个价值比另一个价值“更高”或“更低”，那么，就形成了价值秩序。价值秩序是支配一个人行为的价值品质秩序。爱作为师生交往的核心价值，教师爱的行为同样受爱的价值秩序的支配。从国内“师爱”名师霍懋征和斯霞的“师爱”实践来看，“师爱”的发生机制具有层次性或秩序性，它依次呈现为人性之爱、教育之爱，以及学生种种具体的爱，如公正、尊重等。

关键词：师生交往价值秩序 “师爱” teacher-student interaction value order teachers' love

A Review of Classroom interaction in Second Language Acquisition

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校园英语 2016年第31期 19-19页

作者：马红艳 College of Arts China University of Petroleum

Interest in classroom interaction has grown steadily both at home and abroad since the 1940 *** the second language acquisition perspective,classroom interaction has the Input Hypothesis,the interaction Hypothesis and the Output Hypothesis as theory *** to the current state of college English classroom interaction in China,it is still far from ***,students and the society should make their efforts to produce more effective classroom interaction.

关键词： classroom interaction Second Language Acquisition teacher-student interaction student-student interaction

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中小学师生交往关系的失真与重塑

中小学教育 2018年第12期

作者：陈亮党晶

工具主义主导下学生主体地位缺失和交往精神式微，科学技术控制下师生交往模式固化和交往空间狭窄，功利主义驱使下师生交往目的单一和交往结构失衡，是师生交往关系失真的重要表征。师生交往关系出现的问题，究其根本在于忽视了师生的... 详细信息

工具主义主导下学生主体地位缺失和交往精神式微，科学技术控制下师生交往模式固化和交往空间狭窄，功利主义驱使下师生交往目的单一和交往结构失衡，是师生交往关系失真的重要表征。师生交往关系出现的问题，究其根本在于忽视了师生的主体间性。依据哈贝马斯交往行为理论，重塑师生交往的主体性，以“生活世界”为依托，还原师生交往行为的合理化是其内在旨趣。相互理解中确立交往理性、生活世界中拓展交往空间、商谈原则中规约交往动机，应成为师生交往行为规范化的有效策略。

关键词：中小学师生交往关系生活世界 primary and secondary schools teacher-student interaction life world

熟悉迷障之下的教室生活：时空特征与师生互动

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青少年导刊 2020年第2期

作者：罗云王帆

一代代孩童踏着既定的钟声节奏，上学放学，日复一日，波澜不惊，一切看起来都那么简单平常。但如若让我们具体清晰地描述出孩子们每天在教室里都如何度过以及为什么是这么度过——这似乎是个难题。其实，学校、教室是每个现代人最熟悉... 详细信息

一代代孩童踏着既定的钟声节奏，上学放学，日复一日，波澜不惊，一切看起来都那么简单平常。但如若让我们具体清晰地描述出孩子们每天在教室里都如何度过以及为什么是这么度过——这似乎是个难题。其实，学校、教室是每个现代人最熟悉的陌生“异地”。教室生活的图景为何?教室生活何以展开?相应，教室有着怎样的特征?而教室的特征又如何塑造日常以及其中的师生模样?菲利普·杰克逊在其著作《教室生涯》①中对此些问题做了很好的回应，而且其在把学校复杂面相一一呈现出来的同时，也为读者开启了打破被熟悉所迷障的教室之门的新路径。

关键词：《教室生涯》教室师生互动菲利普·杰克逊 "Life in Classrooms" classroom teacher-student interaction Philip W.Jackson