عنوان

Dialogic inquiry :

شابک

0511011954

شابک

0511151942

شابک

0511605897

شابک

9780511011955

شابک

9780511151941

شابک

9780511605895

شابک اشتباه

0521631335

شابک اشتباه

0521637252

شماره

b714973

عنوان اصلي

Dialogic inquiry :

نام عام مواد

[Book]

ساير اطلاعات عنواني

towards a sociocultural practice and theory of education /

نام نخستين پديدآور

Gordon Wells.

محل نشرو پخش و غیره

New York :

نام ناشر، پخش کننده و غيره

Cambridge University Press,

تاریخ نشرو بخش و غیره

1999.

نام خاص و کميت اثر

1 online resource (xx, 370 pages) :

ساير جزييات

illustrations

عنوان فروست

Learning in doing

متن يادداشت

Includes bibliographical references (pages 339-354) and indexes.

متن يادداشت

pt. I. Establishing the theoretical framework. The complementary contributions of Halliday and Vygotsky to a "Language-based theory of learning" -- In search of knowledge -- Discourse and knowing in the classroom -- pt. II. Discourse, learning, and teaching. Text, talk, and inquiry: schooling as semiotic apprenticeship -- Putting a tool to different uses: a reevaluation of the IRF sequence -- From guessing to predicting: progressive discourse in the learning and teaching of science -- Using the tool-kit of discourse in the activity of learning and teaching -- Making meaning with text: a genetic approach to the mediating role of writing -- pt. III. Learning and teaching in the zpd. On learning with and from our students -- The zone of proximal development and its implications for learning and teaching -- Appendix I. -- A social constructivist model of learning and teaching -- Appendix II. -- Categories for the analysis of discourse.

بدون عنوان

0

متن يادداشت

Counter For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M.A.K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. -- Publisher description.

عنوان

Dialogic inquiry.

شماره استاندارد بين المللي کتاب و موسيقي

0521631335

موضوع مستند نشده

Vygotskiĭ, L. S., (Lev Semenovich),1896-1934.

موضوع مستند نشده

Vygotskiĭ, L. S., (Lev Semenovich),1896-1934.

موضوع مستند نشده

Vygotskij, Lev Semenovič, 1896-1934

موضوع مستند نشده

Dialog

موضوع مستند نشده

Educational sociology.

موضوع مستند نشده

Inquiry (Theory of knowledge)

موضوع مستند نشده

Language and education.

موضوع مستند نشده

Learning, Psychology of.

موضوع مستند نشده

Dialogisches Prinzip

موضوع مستند نشده

Didactiek.

موضوع مستند نشده

EDUCATION-- Educational Psychology.

موضوع مستند نشده

Educational sociology.

موضوع مستند نشده

Erziehung

موضوع مستند نشده

Inquiry (Theory of knowledge)

موضوع مستند نشده

Language and education.

موضوع مستند نشده

Learning, Psychology of.

موضوع مستند نشده

Leerprocessen.

موضوع مستند نشده

Lernpsychologie

موضوع مستند نشده

Unterricht

موضوع مستند نشده

EDU-- 009000

شماره

ويراست

شماره رده

نشانه اثر

مستند نام اشخاص تاييد نشده

Wells, C. Gordon.

تاريخ عمليات

20201208051717.0

قواعد فهرست نويسي ( بخش توصيفي )

pn

نام الکترونيکي

نوع ماده

[Book]

تكميل شده

Y