英语翻译Student talk can lead to increased student mathematical knowledge and understanding in two interrelated ways.First,listening to students talk makes it possible for the teacher (and other students) to monitor students’ mathemat -ical thi

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英语翻译Student talk can lead to increased student mathematical knowledge and understanding in two interrelated ways.First,listening to students talk makes it possible for the teacher (and other students) to monitor students’ mathemat -ical thi
Student talk can lead to increased student mathematical knowledge and understanding in two interrelated ways.First,listening to students talk makes it possible for the teacher (and other students) to monitor students’ mathemat -ical thinking.Teachers can use information gleaned from student talk to inform their instructional decision-making practices,including problems to pose and follow-up ques-tions to ask (Franke,Fennema,& Carpenter,1997).Similarly,when students converse with each other,their talk makes it possible for students to gauge each other’s strate-gies and comprehension,providing opportunities for stu-dents to help each other build more complete mathematical understanding.Second,the act of talking can itself help students develop improved understanding.Describing,explaining,and justifying one’s thinking all help students internalize principles,construct specific inference rules for solving problems,become aware of misunderstandings and lack of understanding (Chi,2000),reorganize and clarify material in their own minds,fill in gaps in understanding,internalize and acquire new strategies and knowledge,and develop new perspectives and understanding (Bargh & Schul,1980; King,1992; Rogoff,1991).
学生讨论可以从两个相关方面引导增加学生的数学知识和理解.首先,听学生讨论可以让老师（及其他学生）能够监听学生的数学思维.老师可以运用从学生讨论中获得的信息为他们提供制定决策的实践,包括要展示的问题,以及要继续询问的问题.(Franke,Fennema,& Carpenter,1997).同样的,当学彼此交流,他们的讨论也可以让学生彼此判断对方的思路和理解,并提供机会让学生彼此更彻底的理解数学.其次,讨论本身可以帮助学生提高理解.描述,解释以及为自己的想法辩证,都可以帮助学生化规则为己用,构思明确的推理规则以解决问题,让他们意识到误解和缺乏了解,认识并分清他们自己头脑中的东西,填平理解的缺口,获取新的思路和知识,发展新的见解及理解.(Bargh & Schul,1980; King,1992; Rogoff,1991)
Not just any kind of student talk is expected to be productive for supporting or challenging students’ think-ing.Providing explanations is positively related to achie -vement outcomes,even when prior achievement is controlled for,whereas giving only answers is not related or is negatively related to achievement outcomes (Webb & Palincsar,1996).Beyond providing answers,students must describe how they solve problems and why they propose certain strategies and approaches.Moreover,when describing their thinking,students must be precise and explicit in their talk,especially providing enough detail and making referents clear so that the teacher and fellow classmates can understand their ideas (Nathan & Knuth,2003; Sfard & Kieran,2001).
并非任何学生讨论对支持和挑战学生的思维都会富有成效.因为解释与最后的成果是密切相关的,即便你已提前控制最后的成果,可是仅仅给出答案与成果并不相关甚至相反.所以学生除了提供答案,还要描述他们如何解决问题,以及他们为什么提出某种想法或者方法.此外,当他们描述问题时,学生必须保持他们的谈论详尽而明确,特别要提供足够的细节和详细的参考,这样,老师和别的同学才会理解他们的想法.

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学生谈话可能会导致在两个相互关联的方式增加学生的数学知识和理解。首先，听学生讲，有可能使老师（和其他学生），监察，学生的mathemat逻辑思维。教师可以利用从学生谈话中收集的信息，告知其教学决策的做法，其中包括构成和后续的问题要问（弗兰卡，Fennema，木匠，1997年）的问题。同样，学生互相交谈时，他们的谈话可以使学生了解对方的strate应用和理解，为学生们提供机会，互相帮助，建立更完整的数学理解。其次，说话的行为本身可以帮助学生发展更好地理解。描述，解释，并证明一个人的思维所有帮助学生内在的原则，构建解决问题的具体推理规则，成为误解和缺乏理解（志，2000），重组和澄清自己的头脑中的材料，填写在理解方面的差距内部化，并获得新的战略和知识，德韦LOP新的视角和理解（巴奇＆Schul，1980年;国王，1992年;罗戈夫，1991）。
不是任何一种学生谈预计支持或具有挑战性的学生认为生产力。提供解释是正相关的achie - vement结果，即使以前的成就是控制，而只给答案是不相关或负相关成就成果（韦伯Palincsar，1996年）。除了提供答案，学生必须描述他们是如何解决的问题，以及为什么他们提出的某些策略和方法。此外，描述自己的思想时，学生必须精确和明确他们的谈话中，特别是提供足够的细节和参照物明确，所以，老师和同班可以了解他们的想法（弥敦道克努特，2003年; Sfard基兰，2001年）。

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学生谈话可以在两个相关的方面增加学生的数学知识和理解。听学生的谈话可以让老师（和其他学生）监测到学生的数学思维。教师可以利用从学生谈话中收集来的信息来告知他们的教学决策练习，包括提出的问题和接下来要问的问题。(Franke, Fennema, & Carpenter, 1997)。同样的，当学生们彼此交流的时候，他们的交谈可以让学生们了解彼此的对策和理解力，为学生们提供机会来帮助彼此建立更完整的数学理解力。其次，谈话这一行为本身可以帮助学生们发展更好的理解力。描述，解释和证明一个人的思维都会帮助学生们内化原则，构建解决问题的具体推理规则，变得能够认识到误解和缺乏理解(Chi, 2000)，在他们的头脑中重组和澄清材料，弥补理解方面的差距，内化和获得新的策略和知识，并且发展新的视角和理解能力(Bargh & Schul, 1980; King, 1992; Rogoff, 1991)。
不是任何一种学生谈话都会成为支持或者挑战学生思维的动力。提供解释与取得成就结果是正相关的，即使之前的成就是可以控制的，然而只是给出答案是不相关的或者对于获得成就成果来说是负相关的。(Webb & Palincsar, 1996). 除了提供答案外，学生们必须描述他们如何解决问题的，并且描述为甚么他们会提出某些特定的对策和方法。此外，当描述他们的想法时，学生必须使他们的谈话精准和明确，尤其是在提供足够的细节和明确参照物的时候，因为只有这样老师和同伴同学才可以明白他们的想法(Nathan & Knuth, 2003; Sfard & Kieran, 2001)。

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英语翻译Can we talk? 英语翻译Student talk can lead to increased student mathematical knowledge and understanding in two interrelated ways.First,listening to students talk makes it possible for the teacher (and other students) to monitor students’ mathemat -ical thi He____(talk)to his student 英语翻译请翻译can we talk over the phone regardsmao 英语翻译you can talk!you can play!you can love!anyband 英语翻译Student talk is considered a major component of classroom discourse and a vehicle for increasing student learning:Students must talk,with one another as well as in res-ponse to the teacher....When students make public conjectures and reas Can We Talk 歌词英语翻译She can talk about jobs in Chinese.She can play baketball but she can't talk about sports in Chinese.And she can talk about work places in Chinese.He can talk about jobs in Chinese.And he can't talk about work places in Chinese.But he can 英语翻译As a student reader,i am writing to talk about the English textbook published by your huose.These book have many advantages.One of them is that we can find a variety of topics,such as science,culture and history.These topics,i think,are v 英语翻译In fact ,anyone can become a better student if he or she wants to. 多读书会使你变得更优秀英语翻译 reading more can （）you（）（）student 英语翻译请翻译can we talk over the phone your phone no 英语翻译Can't talk right now…I'll call you later. 英语翻译I need friends who can talk to each other anytime 英语翻译I need friends who can talk to each other anytime Can I talk to you? can speak talk的区别 Who can talk with me?