Strategies to regulate content development and interactivity in the classroom

被引：0

作者：

Isabel Gómez Alemany

Teresa Mauri Majós

机构：

[1] Universitat Autónoma de Barcelona,Department de Psicologia de l’Educació

[2] Facultat de Ciències de l’Educació,Department de Psicologia Evolutiva i de l’Educació

[3] Edifici G,undefined

[4] Universitat de Barcelona Passeig de la Vall d’Hebro,undefined

来源：

European Journal of Psychology of Education | 2000年 / 15卷

关键词：

Classroom strategies; Interaction analysis and discourse; Secondary school; Social studies classroom;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

The teaching-learning process is an interactive process controlled by a series of regulatory mechanisms. This article reports on a study of teacher regulation of classroom activity and teacher-student behavior. The analysis of this behavior can provide a better understanding of what happens during a class session, the context in which students construct meaning and progressively acquire greater control of their own learning process.

引用

页码：157 / 171

页数：14

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