The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire...The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.展开更多
Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase an...Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.展开更多
Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the fir...Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the experimental group, and the scaffolding teaching model was implemented. Another 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the control group, and the traditional teaching model was adopted. Compare the scores of learning ability and communication ability. Results: there was no significant difference in the learning ability scores of the two groups of clinical students in the first week of teaching (p > 0.05). After three months, the scores of the experimental group were higher than those of the control group (p < 0.05). There was no difference in the scores in the first week, and the scores in each experimental group were higher after three months (P < 0.05). There was no significant difference in the clinical practice ability scores of the two groups of clinical students in the first week of teaching (P > 0.05). After three months, the clinical practice ability scores of the experimental group were higher than those of the control group (P < 0.05). Conclusion: in the teaching of clinical students, the implementation of scaffolding instruction model can improve students' comprehensive quality ability in learning, communication and clinical practice behavior. This teaching method is worthy of wide application in clinical teaching.展开更多
文摘The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.
文摘Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.
文摘Objective: to analyze the influence of scaffolding instruction model on the improvement of clinical students' learning ability. Methods: 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the experimental group, and the scaffolding teaching model was implemented. Another 60 students from Class 9-12 of Grade 19 clinical students, semester: the first semester of the 2021-2022 academic year, were selected to form the control group, and the traditional teaching model was adopted. Compare the scores of learning ability and communication ability. Results: there was no significant difference in the learning ability scores of the two groups of clinical students in the first week of teaching (p > 0.05). After three months, the scores of the experimental group were higher than those of the control group (p < 0.05). There was no difference in the scores in the first week, and the scores in each experimental group were higher after three months (P < 0.05). There was no significant difference in the clinical practice ability scores of the two groups of clinical students in the first week of teaching (P > 0.05). After three months, the clinical practice ability scores of the experimental group were higher than those of the control group (P < 0.05). Conclusion: in the teaching of clinical students, the implementation of scaffolding instruction model can improve students' comprehensive quality ability in learning, communication and clinical practice behavior. This teaching method is worthy of wide application in clinical teaching.
