本篇文章主要讲户外教室，户外教室就像一个实验室，让学生把他们在教室里学习的东西联系起来。户外教室本身就像一个脚手架或支撑物，帮助学生更好地理解教室的概念。此外，与其他学生的互动也将是有益的脚手架，因为学生将帮助彼此在他们的练习。老师在这里的角色就像一个调解人。老师将与学生合作，以激发一种相互学习的形式。这种形式的协作并没有在案例场景中清楚地显示出来。本篇曼彻斯特论文代写文章由英国论文人EducationRen教育网整理，供大家参考阅读。
The outdoor classrooms were like a lab for the students to connect what they were studying in the classroom. The outdoor classroom itself is like a scaffold or a support for the students to help them understand the classroom concept better. In addition, the interaction with other students will also be helpful as scaffolding as students would help each other out in their exercises. The role of the teacher here is just as a mediator. The teacher would collaborate with the students in order to inspire a form of reciprocal learning. This form of collaboration is not presented clearly in the case scenario.
The case scenario highlights that students work together but the roe of the teacher in the process is not specified that clearly. However, the process of scaffolding itself, aims to help the student cross some difficulty in their education so that with time they would not need the help of the teacher (Dixon-Krauss, 1996). So the case scenario could maybe highlight that aspect where the students now have their scaffold removed.
Piaget and Vygotsky’s theory on learning illustrate some important considerations in the understanding of the development of children in the critical phase of 9-11. As the case scenario highlights, in the Piaget stage the children are seen to be presented with tasks that teach them conservation, seriation and group work. However, the limitation of undifferentiated instructions is present here. Students are from different cultural groups and hence would have different levels of development and these have to be considered. The Vygotsky’s method of learning shows how children might require scaffolding to a certain stage. Collaboration is absent here as the case scenario does not highlight any collaborative process undertaken with the student and the teachers
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