Matches in UGent Biblio for { <https://biblio.ugent.be/publication/1844703#aggregation> ?p ?o. }
Showing items 1 to 34 of
34
with 100 items per page.
- aggregation classification "P1".
- aggregation creator B90918.
- aggregation creator person.
- aggregation creator person.
- aggregation date "2011".
- aggregation format "application/pdf".
- aggregation hasFormat 1844703.bibtex.
- aggregation hasFormat 1844703.csv.
- aggregation hasFormat 1844703.dc.
- aggregation hasFormat 1844703.didl.
- aggregation hasFormat 1844703.doc.
- aggregation hasFormat 1844703.json.
- aggregation hasFormat 1844703.mets.
- aggregation hasFormat 1844703.mods.
- aggregation hasFormat 1844703.rdf.
- aggregation hasFormat 1844703.ris.
- aggregation hasFormat 1844703.txt.
- aggregation hasFormat 1844703.xls.
- aggregation hasFormat 1844703.yaml.
- aggregation isPartOf urn:issn:1877-0428.
- aggregation language "eng".
- aggregation publisher "Elsevier Science".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Promoting a special learning environment for second language learning in a Chinese rural primary school".
- aggregation abstract "It has been a challenge for Chinese educators to improve the educational quality of big-size classrooms. In this reflective article, a special learning environment was implemented in an English classroom at a primary school in China. By involving “teacher”, “monitor students”, “tutor students”, “tutee students” and “at-risk students” as members of the learning community in the classroom, the teacher formed a holistic, interconnected and interactive learning structure. This learning structure supports the four stages of student development: “elaborative design”, “gradual maturity”, “independent operation” and “reinforcement and development”. From our practice, we found that the learning environment is suitable for the Chinese educational situation: (1) integrating multiple learning theories and learning activities to help students construct and apply their knowledge as well as develop their organizational, social and self-directed learning skills; (2) strengthening students’ learning responsibilities and competence to learn in a self-directed and collaborative way; (3) inspiring student learning interests, improve their learning outcomes, and promote the healthy development of student ability and intelligence.".
- aggregation authorList BK234450.
- aggregation endPage "144".
- aggregation startPage "137".
- aggregation volume "12".
- aggregation aggregates 1844717.
- aggregation isDescribedBy 1844703.
- aggregation similarTo j.sbspro.2011.02.019.
- aggregation similarTo LU-1844703.