ScaffoldCourse-Chin-精选文档
MLS SCM Brochure DETAILED COURSE OUTLINE June 09 74 PAGES
DETAILED COURSE OUTLINESUPPLY CHAIN MANAGEMENT MODULAR LEARNING SYSTEMITC's Modular Learning System in Supply Chain ManagementÊMLS-SCMÊWhat is the A practical, continuously updated and supported training pack that can helpMLS-SCMÊ?you to make effective international purchasing and supply chainmanagement become a key factor for your company's competitiveness andsuccess.Êsymbol signifies the power of purchasing which is one key element of Thethis programme.Who is it for?Present and future managers and staff responsible for purchasing andsupply chain management, particularly in private enterprises.What does it contain?Through its 12 core and various supplementary modules, the MLS-SCMÊcovers all stages in the purchasing and supply management process. A briefdescription of each core module is given as from page 2 in this document.A more detailed description as well as additional information about thisprogramme can be downloaded from (see“MLS-SCMÊ Information” and “MLS-SCMÊ Diploma Programme”). On thesame website you can also see a list of the institutional network members.How is it used?The MLS-SCMÊ is used exclusively by licensed ITC partner institutionsworldwide, including management training institutes, universities, businesssector organisations, purchasing and supply management institutes andothers. These institutions have expressed their commitment to providingtraining in international purchasing and supply chain management to theircountries' business communities by offering them the unique, user-friendlyand practical approach of the MLS-SCMÊ. A number of these networkmember institutions and trainers have received guidance and assistancefrom ITC on how to offer the programme effectively.Additional benefits?In addition to the high quality of the MLS-SCMÊ-based training itself,participants who have completed the required cycle of MLS-SCMÊ modules Array– along with a project-based practical application of the knowledge and skillsgained – will qualify as candidates for the MLS-SCMÊ diploma in supplychain management. This diploma is recognised by ITC as well as byparticipating institutions around the world.About ITC ITC is the focal point institution in the UN system providing technicalcooperation to developing countries and economies in transition in the areaof international trade promotion and development.For further information, please visit our websites: & /ipsms or contact us at the following address:MLS-SCMÊ Programme, International Trade Centre, Palais des Nations,1211 Geneva 10, Switzerland, Tel: +41 22 7300 301, Fax: +41 22 7300 328,e-mail: ipscm@Whom to contact?1In order to obtain further information on MLS-SCMÊ-based trainingopportunities in your country, please contact:1 To be completed by local network partner institutionsInternational Trade CentreDetailed Course OutlineIn this document you will find a detailed description of each of the modules. For each Module, you will find a summary of the whole Module as well as the learning objectives and summaries unit by unit (most modules contain 5-8 units).The MLS-SCMÊ uses an interactive and participative approach to support group training as well as individually based open learning. Each Module comprises a participant’s Coursebook & Workbook as well as a Trainer’s Answerbook & set of presentation slides.The MLS-SCMÊ is regularly updated and is also complemented by additional materials and training tools, including cases, exercises, business games and simulations. This full set of materials is intended to make it easy to deliver training that is practical, impacting and enjoyable.The full materials are only available via institutions having a valid licence agreement with ITC.Table of ContentsPage Module 1 – Understanding the Corporate Environment 3Module 2 – Specifying Requirements and Planning Supply 8Module 3 – Analysing Supply Markets 12Module 4 – Developing Supply Strategies 16Module 5 – Appraising and Short-listing Suppliers 21Module 6 – Obtaining and Selecting Offers 26Module 7 – Negotiating 30Module 8 – Preparing the Contract 34Module 9 – Managing the Contract & Supplier Relationships 40Module 10 – Managing Logistics in the Supply Chain 45Module 11 – Managing Inventory 50Module 12 – Measuring and Evaluating Performance 54Module 13 – Environmental Procurement 57Module 14 – Group Purchasing 61Module 15 – E-Procurement 65Module 16 – Customer Relationship Management 70International Trade CentrePurchasing & SupplyUnderstanding the Corporate EnvironmentThis Module aims to explain the impact of the corporate environmentorganisation. This Module explores which factors are partof the corporate environment, and how these influence and interrelate with the purchasing & supply function. IntroductionUnit SummaryUnit 1 consists in an introduction to the rest of the Module. The purchasing & supply function does not work in isolation – it works with other functions that together make up an organisation. The “corporate environment”, comprising the nature of the organisation and what it seeks to do, has implications for all its functions. These implications need to be understood by the purchasing & supply function if it is to be effective and efficient in supporting the organisation to which it belongs.Learning Objectives♦ Identify which are the major decision areas regarding the purchasing & supply functionthat are influenced by the corporate environment♦ Specify which are the main dimensions of the corporate environment that have aneffect on the purchasing & supply functionUnit Contents♦ 1.1 Purchasing & supply management: a rapidly changing function in the enterprise ♦ 1.2 What this module covers Which Type of Organisation? Unit SummaryThe nature or type of an organisation will influence its purpose or goals, as well as the way it operates. This will affect the quantities and types of goods and services that an organisation purchases, and how these are purchased.Being able to appreciate some of the main features of a particular type of organisation is therefore a useful starting point in understanding what is needed to ensure that its purchasing & supply operations are carried out effectively. In this Unit, we consider the implications for organisations in the private, public and non-profit making sectors, and in the three broad areas of the economy – primary, secondary and tertiary.International Trade CentreLearning Objectives♦ Describe the implications for purchasing & supply when carried out in different types of organisations and sectors♦ Define the implications that this has for the purchasing & supply function of an organisationUnit Contents♦ 2.1 Introduction♦ 2.2 Purchasing & supply in private, public & non-profit organisations♦ 2.3 Purchasing & supply in the various sectors of the economy♦ 2.4 ConclusionCorporate Culture, Mission, Goals and PoliciesUnit SummaryThe culture of an organisation, together with the expectations of its main stakeholders, shapes the organisation’s mission, goals and policies, i.e. what it wants to achieve and the principles that it will adopt.Corporate goals, where these are published, give guidance to the whole organisation in terms of, for example, profitability targets, which markets the enterprise is aiming for, and how it views its responsibility to the community and to the environment. Corporate goals and policies have implications for the various functions of the organisation, including purchasing & supply, which need to translate the organisation’s goals and policies into functional level objectives and policies.Learning Objectives♦ Describe the factors that determine corporate culture within an organisation, and the extent to which this culture can be changed♦ Identify which types of corporate culture exist in your organisation♦ Define the impact that corporate culture has on the mission, goals and policies of an organisation, and its implications for the development of new corporate strategies♦ Describe the benefit of having a corporate mission and goals, and how these are likely to vary with the nature of the organisation♦ Describe the purpose of corporate policyUnit Contents♦ 3.1 Introduction♦ 3.2 Corporate culture♦ 3.3 Mission and goals♦ 3.4 Policies♦ 3.5 ConclusionInternational Trade CentreCorporate StrategyUnit SummaryThe corporate strategy is the way in which the organisation intends to achieve its goals. It involves deciding which products and services to sell in which markets, and what investments are needed to support this.The organisation will base the choice of which products and services to sell based on its core competences as well as on particular competitive advantages that the organisation has or intends to develop. The organisation’s functions, such as Purchasing & Supply (P&S), need to be aware of what these are, so that they can ensure that their own strategies and processes support them. For example, where an enterprise is selling based on very high quality, the purchasing & supply function must develop sourcing strategies and processes to ensure that all of the required inputs for making the product meet the firm’s quality standards.Corporate strategy should include guidance on what the priorities are for the organisation. P&S should then set its own priorities accordingly.Learning Objectives♦ Define corporate strategy and explain how it is developed♦ Contribute to the process of developing or reviewing the corporate strategy in anenterprise♦ Identify the main implications of corporate strategy for the purchasing & supply functionUnit Contents♦ 4.1 Introduction♦ 4.2 The process – an overview♦ 4.3 Reviewing the market & business environment♦ 4.4 Analysing an enterprise’s competences and its product/service offer ♦ 4.5 Generating product-market options ♦ 4.6 Analysing product-market options♦ 4.7 Comparing and selecting product-market options ♦ 4.8 Prioritising♦ 4.9 Implications of corporate strategy for the purchasing & supply function The Role and Objectives of the Purchasing & Supply Function Unit SummaryHaving decided which products or services it is going to offer, the organisation must establish which of the required activities it will undertake itself, and which it will purchase as goods and services from suppliers. This defines both the functions that must be carried out internally, and what the purchasing & supply function will have to buy.International Trade CentreThe objectives of any function should be aligned with the corporate strategy. When purchasing a product or service, the purchasing & supply function must be aware of how it affects the corporate strategy. Specific supply objectives support the various core products that the enterprise has or intends to develop. For example, if a purchased input (i.e., a bought-in product or service) is particularly important for one or more of the company’s products, its supply objectives and targets for the input should directly reflect this.As well as setting objectives and targets relating to its desired results, the purchasing & supply function should set objectives and targets that will enable it to operate efficiently and effectively. Such objectives will relate to its processes, systems, tools, techniques, and the training of its staff.The pursuit of objectives and targets should be made taking account of both the purchasing & supply function’s policies and the policies of the organisation overall.Learning Objectives♦ Explain the relevance, scope and nature of the purchasing & supply function♦ Describe the difference between the direct and support functions in an organisation♦ Describe the effect on purchasing & supply of the growing trend towards outsourcing functions♦ Formulate objectives and policies for the purchasing & supply functionUnit Contents♦ 5.1 Introduction♦ 5.2 An organisation’s functions♦ 5.3 Setting the objectives of the purchasing & supply function♦ 5.4 Purchasing & supply policies♦ 5.5 Developing supply targets, priorities and strategies♦ 5.6 ConclusionOperating the Purchasing & Supply Function within theUnit SummaryThe organisation must organise itself to carry out its internal functions as effectively and efficiently as possible. Processes are the means by which activities are linked together to carry out the work of the organisation. Most of the main processes in an organisation involve several functions. The purchasing & supply process is one of the main processes within most organisations, and must be designed and managed appropriately.The mechanism by which the organisation exercises control over its functions and processes is the organisational structure, which creates manageable units with defined responsibilities. The structure will define the scope of activities of the purchasing & supply department, and those of the other departments that it must interface with in carrying out its responsibilities.To function effectively, the purchasing & supply function must be adequately resourced. This means having the required IT and communications facilities and, particularly, the right people suited to its role and responsibilities.International Trade Centre Learning Objectives♦ Explain the relevance of processes and structure to the functioning of an organisation♦ Describe the main processes of an enterprise, and the principal issues to consider when designing the purchasing & supply process♦ Describe the basic types of organisational structure, and when each is appropriate♦ Explain the main issues involved in positioning of the purchasing & supply function within the structure of an organisation, as well as in determining its own internal culture and structure♦ Explain what a purchasing & supply department has to consider in relation to securing the resources it requires to function effectivelyUnit Contents♦ 6.1 Introduction♦ 6.2 The purchasing & supply process♦ 6.3 Organisational structure♦ 6.4 Organising a purchasing & supply department♦ 6.5 Re-sourcing the purchasing & supply department♦ 6.6 ConclusionInternational Trade CentreSpecifying Requirements & Planning SupplyThis Module covers how to determine and the enterprise needs to purchase.planning supply in an enterprise. It purchase to be made. IntroductionUnit SummaryUnit 1 consists in an introduction to the rest of the Module. The role of the purchasing & supply function is to satisfy the requirements for goods and services that an organisation cannot – or does not wish to – provide internally.Specifying requirements and planning supply is the starting point in the purchasing & supply process. If this is not done well, then all subsequent stages in the process will also be defective. It is therefore critical to get this stage right!Learning Objectives♦ List the basic questions that should be answered by a purchase specification♦ Give examples of problems which could arise if purchases are not correctly specifiedUnit Contents♦ 1.1 Specifying requirements ♦ 1.2 What this module covers What Needs to be Specified? Unit SummaryThis Unit gives an overview of what a purchase specification can contain. It also introduces four different categories of requirements: operational, capital, production and non-production requirements.International Trade CentreLearning Objectives♦ Give examples of operational, capital, production and non-production requirements♦ Give concrete examples of what can be specified in terms of quality, quantity, delivery,service and additional information to be provided to a supplierUnit Contents♦ 2.1 Introduction♦ 2.2 Types of requirements♦ 2.3 What can be specified? ♦ 2.4 Conclusion Specifying the Product or ServiceUnit SummaryIn this Unit, different ways of specifying what is to be purchased, in terms of performance, functionality, design, capacity, durability and so on are explored. The use of standards and the benefits of standardisation are explained, and the technique of value analysis as a method for developing product/service specifications is introduced. Questions such as indicating how the purchased product should be tested, if this is required, are examined.Learning Objectives♦ Describe six different types of product specifications and their main advantages anddisadvantages♦ Determine the most appropriate type of specification for a particular product or service♦ Know how to find out which standards exist for a product that you want to buy♦ Describe the concept of internal standardisation and its benefits♦ Describe the technique and process of Value Analysis/Value Engineering whenpreparing or reviewing specificationsUnit Contents♦ 3.1 Introduction♦ 3.2 Product specifications ♦ 3.3 Service specifications ♦ 3.4 Using external standards ♦ 3.5 Internal standardisation♦ 3.6 Value Analysis / Value Engineering ♦ 3.7 ConclusionSpecifying Quantity, Delivery and ServiceUnit SummaryUnit 4 covers the ways to determine what the level of demand is likely to be and to specify how much will be required. It also provides guidance on specifying where, when and how the product or service should be delivered, and what service is expected from the supplier.Learning Objectives♦ Describe different types of demand patterns and explain the difference betweendependent and independent demand♦ Explain the main different ways of forecasting demand and of specifying the quantityrequired♦ Describe the main issues to consider when specifying delivery and supplierservice/responsiveness♦ Outline other types of information important to the supplier that should be included in aspecificationUnit Contents♦ 4.1 Introduction♦ 4.2 Specifying quantity♦ 4.3 Specifying delivery♦ 4.4 Specifying supplier service & responsiveness♦ 4.5 Other information to be included in the specificationThe Process of Specifying Requirements & Planning Supply Unit SummaryThis Unit focuses on how the process of specifying purchases and planning supplies should be conducted. It looks at the roles of the different parties concerned, i.e. the users, the purchasing & supply function and suppliers, and explores the links between budgets and supply planning.It also reviews how supply targets are established, and how these can serve as a basis for developing and prioritising purchase specifications. Finally, it considers how purchases are requisitioned and authorised, setting in motion the actual procurement process.Learning Objectives♦ Describe what the role should be of the purchasing & supply function in the process of specifying requirements and planning supply♦ Explain the main issues involved in budgeting, and how this can serve as an important element in supply planning♦ Formulate and prioritise supply targets that are aligned with corporate targets and overall supply objectives♦ Identify the approaches to using specifications that will best reflect the level of expenditure on the item as well as its impact on a firm’s competitive advantages♦ Describe the process of requisitioning and authorisation for different types of requirementUnit Contents♦ 5.1 Introduction♦ 5.2 The role of purchasing & supply♦ 5.3 Budgeting and supply planning♦ 5.4 Setting priorities for specifying and supply planning♦ 5.5 Approaches to developing purchase specifications♦ 5.6 Starting the procurement process: requisitions and authorising purchases♦ 5.7 ConclusionAnalysing Supply MarketsThis Module describes a methodology and various practical tools that enable you analysing supply markets in a cost-effective manner. It shows how to set priorities for supply market analysis taking account of the company's situation. How supply markets function and their characteristics is also covered, and guidance is providedspecific market segments. IntroductionUnit SummaryTo be effective, an enterprise must understand and manage the supply market rather than react to it. This means knowing what is happening across the whole of the supply market and wherever possible being able to influence developments. This Unit introduces the importance of supply market analysis to anticipate risks and take advantage of opportunities ahead of competitors.Learning Objectives♦ Describe the purpose and benefits of undertaking a supply market analysisUnit Contents♦ 1.1 The importance of supply market analysis♦ 1.2 The benefits of supply market analysis♦ 1.3 What this module coversSetting Priorities for Supply Market AnalysisUnit SummaryThis Unit helps to determine when and for which products and services to undertake a supply market analysis. It introduces the Supply Positioning Model, which enables setting priorities for carrying out supply market analyses taking into account a company’s annual expenditure on its different purchase items, the impact of these items on the company’s profit, and the extent of supply risk that they represent.Learning Objectives♦ Set priorities for undertaking a supply market analysis using the Supply PositioningModelUnit Contents♦2.1 Overview ♦2.2 The supply positioning model – Stage I ♦ 2.3 The supply positioning model – Stage IIUnderstanding Supply MarketsUnit SummaryThis Unit looks at the general features of a supply market analysis, such as the level of competition, overall risks and opportunities, the stages in the product-market life cycle, market drivers, the factors influencing the purchase price and an overview of the main approaches to supply market forecasting.Learning Objectives♦ Assess the level of competition in your supply market using Porter’s “five forces” model ♦ Explain the risks and opportunities associated with competitive and non-competitive markets♦ Describe the main ways to forecast supply market developments♦ Determine the stage in the product-market life-cycle of a purchase item♦ Define the concept of market drivers and identify key market drivers for your supply markets♦ Identify the factors that determine price, and develop a cost/price model♦ Identify the main variables that can be used to segment supply markets♦ Narrow down your supply markets to different segments and eliminate non-relevant segments as a basis for further analysisUnit Contents♦ 3.1 The starting point♦ 3.2 Step I: Preparing for a supply market analysis♦ 3.3 Step II: Assessing the degree and effects of competition in the market♦ 3.4 Step III: Forecasting market developments♦ 3.5 Step IV: Understanding market drivers♦ 3.6 Step V: Assessing the price♦ 3.7 Step VI: Segmenting the supply market♦ 3.8 Step VII: Screening out segments♦ 3.9 ConclusionAppraising Market SegmentsUnit SummaryThis Unit goes through the detailed process of determining risks and opportunities for specific supply market segments. The POCKET approach is introduced as a tool to analyse geographic market segments. It also looks at key factors to consider when segmenting based on technology and supply channels.The next step in the process is to identify events in a market segment that may represent risks or opportunities, and build scenarios around these events in order to facilitate analysis of the segment. This Unit shows how – and to what extent – different supply targets may be affected under these scenarios.This Unit shows how to select those supply segments which represent the best combination of risks and opportunities for a particular purchase item.Learning Objectives♦ Identify the types of risks and opportunities of different market segments♦ Apply the POCKET approach when appraising geographic market segments♦ Indicate the key factors to consider when using technology and supply channels as a basis for segmenting supply markets♦ Identify and screen those events that may represent risks or opportunities in a particular market segment♦ Prepare alternative scenarios for these events, to assess the likelihood of each opportunity or risk♦ Estimate which of your supply targets are likely to be affected by these events, and by how much♦ By combining your assessment of supply market risk and its potential impact on your organisation, determine which market segments best meet your supply targets and present the best balance of risks and opportunities♦ Describe how to set priorities aimed at taking advantage of supply opportunities and at reducing supply risks♦ As a result of your appraisal of alternative market segments, update the location of items on your company’s supply positioning model taking account of your reassessment of supply risks and supply opportunitiesUnit Contents♦ 4.1 Introduction♦ 4.2 Stage I: Identifying types of supply risks and opportunities of different segments ♦4.3 Stage II: Identifying and screening events♦ 4.4 Stage III: Further research♦ 4.5 Stage IV: Scenarios to assess risks and opportunities♦ 4.6 Stage V: Which supply targets are affected♦ 4.7 Stage VI: How much will events affect the supply targets?♦ 4.8 Stage VII: Determining which segment best meets your requirements♦ 4.9 Stage VIII: Monitoring supply market risks and opportunities♦ 4.10 Reassessing your purchase item’s rating on the supply positioning model ♦ 4.11 ConclusionInformation Support to Supply Market AnalysisUnit SummaryThis Unit describes the main types of information formats and sources available for undertaking a supply market analysis, and the criteria to use when appraising these. It shows which information sources are relevant to each stage of a supply market analysis and describes some of the main considerations relating to processing of the information that is obtained.Learning Objectives♦ Describe the main criteria for assessing the quality of information♦ Identify the major types of information sources and/or providers♦ Identify the main sources of information required to undertake each stage of a supplymarket analysis♦ Describe some basic approaches to dealing with the information obtainedUnit Contents♦ 5.1 Introduction♦ 5.2 Types of information and information providers♦ 5.3 Information needed for your supply market analysis♦ 5.4 Making sense of the informationcompany’s different categories of products and services.most needed, and achieve the best results.This Module will show when – and for which types ofalso covered.IntroductionUnit SummaryWhen setting supply objectives and targets for purchases, an enterprise determines what is to be achieved, for instance, in terms of levels of quality, innovation, continuity of supply and lead-times, supplier service and responsiveness, and total cost reduction.Having a supply strategy means knowing how to achieve these supply objectives and targets. The various products and services – because they often differ in terms of levels of expenditure, importance and degree of supply risk – will require adopting different supply strategies. Supply strategy involves having a clear idea about issues such as:♦ How many supply market segments to buy from♦ How many suppliers to buy from♦ The type of relationship to have with the supplier(s) of a purchase item♦ The type of contract to have in order to support this relationship♦ The types of operational procurement strategies to be pursuedThe answers to the above questions constitute elements of the supply strategy for a purchase requirement.Learning Objectives♦ List the main elements of a supply strategyUnit Contents♦ 1.1 What is supply strategy?♦ 1.2 What this module covers。
scaffold_safety
Operating Engineers National Hazmat Program
11
1926.451 Scaffordrails
The use of guardrails is very important, preventing workers from falling. Nearly 3/4 of the reported scaffold accidents are caused by improper guarding.
Operating Engineers National Hazmat Program 12
1926.451 Scaffolding General requirements Guardrails
Open-ended or opensided platforms must have standard guardrails and toeboards.
Operating Engineers National Hazmat Program 18
1926.451 Scaffolding General requirements Safe Platforms
The poles, legs, or uprights of scaffolds shall be plumb (vertical members standing perpendicular to horizon) and securely and rigidly braced to prevent swaying and displacement.
Operating Engineers National Hazmat Program 13
1926.451 Scaffolding General requirements Guardrails
CACT Scaffold Materails Requirements中文版
CACT Scaffolding Procedure Training Materials requirements脚手架材料要求 脚手架材料要求
Non-qualified Plank不合格跳板 不合格跳板 Qualified Plank 合格跳板
CACT Scaffolding Procedure Training Materials requirements脚手架材料要求 脚手架材料要求 4. Toe boards踢脚板 踢脚板: 踢脚板 • Toe boards can be made of wood or scaffold planks金属板、木板均可 金属板、 金属板 • The minimum height should be 15cm, and the thickness should be no less than 2 cm if made of wooden boards木板不少于 木板不少于15cm高，2cm厚 木板不少于 高 厚 • Standard steel planks can be used as toe boards标准脚手架板可以做为踢脚板 标准脚手架板可以做为踢脚板
CACT Scaffolding Procedure Training Materials requirements脚手架材料要求 脚手架材料要求 5. Scaffold ladders脚手架梯子: • Standard ladder shall be used for access to the scaffold应使用标准梯子 应使用标准梯子 • The placement of the scaffold ladders should be 4 to 1 ratio斜放时，应保持75度角 • Extend above the working platform a suitable distance three (3) feet (1 meter) 高度应伸出台面一米
Java语言程序设计基础篇英文版第十版课程设计
Java Programming Fundamentals, 10th Edition CourseDesign (English Version)IntroductionJava Programming Fundamentals is a comprehensive course that covers the basic concepts and principles of Java programming. In this course, students will learn to design, code, and test Java programs while developing a strong foundation in programming logic and object-oriented programming concepts. This course is designed for students who are new to programming and want to learn Java programming from scratch.Course ObjectivesThe mn objective of this course is to provide students with a solid foundation in programming using the Java language. Upon completion of this course, students will be able to:•Understand the basic syntax and structure of the Java programming language•Design, code, and test simple Java programs•Use decision structures and loops in Java programming•Work with arrays and arraylists•Understand object-oriented programming concepts•Implement inheritance and polymorphism in Java programming•Understand Java class libraries and use them in Java programming•Develop event-driven programs using graphical user interfacesCourse OutlineThe course is divided into several chapters, each covering adifferent aspect of Java programming fundamentals. The following is a detled outline of the course:Chapter 1: Getting Started with Java•Introduction to Java programming language•Understanding the basic structure of a Java program•Writing and running a Java program•Understanding variables, data types, and constants•Basic Input/Output operationsChapter 2: Control Structures•Understanding decision structures•Using if statement, if-else statement, and nested if statements•Understanding loops and using while, do-while, and for loops•Understanding break and continue statements•Using switch statementChapter 3: Arrays and Arraylists•Understanding arrays•Declaring and initializing arrays•Multidimensional arrays•Understanding arraylist•Using arraylist class methodsChapter 4: Object-Oriented Programming Concepts•Introduction to object-oriented programming•Understanding classes and objects•Encapsulation: Access modifiers, getters, and setters•Constructors and overloading•Methods and method overloadingChapter 5: Inheritance and Polymorphism•Understanding inheritance•Using superclass and subclass•Polymorphism: Method overloading and overriding•Casting objects•Abstract classes and interfacesChapter 6: Java Class Libraries•Understanding Java class libraries•Using the String class•Using the Math class•Using the Date class•Using the File classChapter 7: Graphical User Interfaces•Understanding event-driven programming•Using the Swing library•Designing a user interface using JFrame, JDialog, and JPanel •Using event listeners•Designing a GUI-based applicationCourse Requirements•Basic computer skills•Basic understanding of programming concepts is helpful but not required•Java Development Kit (JDK) version 8 or later•Integrated Development Environment (IDE) such as Eclipse or NetBeansGrading PolicyThe final grade for this course will be calculated based on the following components:•Assignments (50%)•Midterm Exam (20%)•Final Exam (30%)ConclusionJava Programming Fundamentals, 10th Edition course is designed to provide students with a solid foundation in Java programming language and object-oriented programming concepts. By the end of this course, students will be able to write simple Java programs, use decision constructs and loops, work with arrays and arraylists, implement inheritance and polymorphism, understand Java class libraries, and develop graphical user interfaces. This course is intended for anyone who is interested in learning Java programming from scratch.。
scaffolding
Scaffolding Theory : was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition.
III. Elements of Scaffolding
a. Occurs after teacher initially describes & models concept/skill at least three times. b. Teacher begins by modeling succeeding skill and providing a high level of direction: Teacher asks questions and answers questions.
e) Students demonstrate they can perform skill with few or no teacher prompts: Students ask questions and students answer questions. f) Throughout the process, the teacher provides immediate and specific advices to students, including corrective advice and ample amounts of positive reinforcement.
8.Let student accuracy of responses and student nonverbal behavior guide your decisions about when to continue fading your direction.
Cfakepath文档一
WIKI在教育教学中的作用刘芬北京师范大学WIKI在教育教学中的作用一、什么是维客维客是一种在网络上开放,可供多人协同创作的超文本系统,由沃德·坎宁安于1995年所创。
维客的原名为WIKI（也译为维基）。
据说WIKI一词来源于夏威夷语的“wee kee wee kee”,原意为“快点快点”。
它其实是一种新技术,一种超文本系统。
这种超文本系统支持面向社群的协作式写作,同时也包括一组支持这种写作的辅助工具。
也就是说,这是多人协作的写作工具。
而参与创作的人也被称为维客。
二、维客的功能从写作角度上来看,维客是一种多人写作的写作工具,支持面向社群的协作式写作,为协作式写作提供必要帮助。
进行维客写作的每一个人既是阅读者,同时又是书写者；每个人都可在Web基础上,对共同主题的维客文本进行创建、扩展、探讨,或浏览、更改别人写的文本等,而且创建、更改、发布的代价远比HTML文本小。
从技术角度看,WIKI是一种超文本系统,是任何人都可以编辑网页的社会性软件。
WIKI 包含一套能简易创造、改变HTML网页的系统,再加上一套纪录以及编目所有改变的系统,以提供还原改变的功能。
利用WIKI系统构建的网站称为WIKI网站,称之为维基主页；“客”隐含人的意思,所以使用WIKI的用户称之为维客（Wikier）。
从使用者角度看,WIKI是一种多人协作的写作工具系统,属于一种人类知识的网络管理系统。
WIKI站点可以有多人（甚至任何访问者）维护,每个人都可以发表自己的意见,或者对共同的主题进行扩展或者探讨。
在维客页面上,每个人都可浏览、创建、更改文本,系统可以对不同版本内容进行有效控制管理,所有的修改记录都保存下来,不但可事后查验,也能追踪、回复至本来面目。
这也就意味着每个人都可以方便地对共同的主题进行写作、修改、扩展或者探讨。
同一维客网站的写作者自然构成了一个社群,维客系统为这个社群提供简单的交流工具。
三、维客的特点（一）使用方便1、维护快捷：快速创建、存取、更改超文本页面（这也是为什么叫作 "WIKI WIKI" 的原因）。
osha教材-scaffolds 脚手架
Scaffold poles, legs, posts, frames, and uprights must be on base plates and mud sills or other firm foundation
This support is not adequate!
OSHA Office of Training & Education
OSHA Office of Training & Education
3
Fall Hazards
Falls may occur:
• While climbing on or off the scaffold
• Working on unguarded
scaffold platforms
• When scaffold
Planks not properly overlapped
OSHA Office of Training & Education
14
Scaffold Platform Construction
• No paint on wood platforms • Use scaffold grade wood • Fully planked between front
• Can use some end frames
• Can access from another scaffold, structure or hoist
End Frame
Do not access by crossbraces
OSHA Office of Training & Education
platforms or planks fail
Integrated Chinese Level 1 Part 1 Teacher’s Handbo
Level 1 • Part 1 Integrated Chinese 中文听说读! TEACHER’S HANDBOOKThird EditionSAMPLE Compiled By Zheng-sheng ZhangYuehua Liu, Tao-chung Yao, Nyan-Ping Bi,Yea-Fen Chen, Liangyan Ge, Yaohua ShiC HENG&T SUI COMPANY•BostonSAMPLECopyright © 2011 Cheng & Tsui Company, Inc.Third EditionAll rights reserved. No part of this publication may be reproduced or transmitted in any form or by anymeans, electronic or mechanical, including photocopying, recording, scanning, or any information storage or retrieval system, without written permission from the publisher.All trademarks mentioned in this book are the property of their respective owners.16 15 14 13 12 11 10 1 2 3 4 5 6 7 8 9 10Published byCheng & Tsui Company, Inc.25 West StreetBoston, MA 02111-1213 USAFax (617) 426-3669“Bringing Asia to the World”TM ISBN 978-0-88727-669-9Cover Design: Cover Photographs: Man with map © Getty Images; Shanghai skyline © David Pedre/iStockphoto; Building with masks © Wu Jie; Night market © Andrew Buko. Used by permission.The Integrated Chinese series includes books, workbooks, character workbooks, audio products,multimedia products, teacher’s resources, and more. Visit for more information on the other components of Integrated Chinese .Printed in the United States of America.SAMPLE iiiThe Integrated Chinese SeriesTextbook DVDs Watch the Integrated Chinese story unfold with live-action videos of the textbook dialogues andcultural segments for eachlesson.BuilderCardsReinforce and buildvocabulary using fl ashcards.Features all essentialvocabulary from Level 1. eTextbooks Display these downloadable versions of the printed textbooks on interactive whiteboards or your personal computer. Search, bookmark, highlight, andinsert notes.Online WorkbooksComplete the exercises fromthe printed workbooksusing a dynamic, interactiveplatform. Includes instantgrading and intuitive coursemanagement.Textbooks Learn Chinese language and culture through ten engaginglessons per volume. Includes dialogues and narratives, culture notes,grammar explanations, and exercises.Workbooks Improve all four language skills through a wide range ofintegrated activities that accompany the lessons in the textbook.Character Workbooks Practice writing Chinese characters and learnthe correct stroke order.Audio CDs Build listening comprehension with audio recordingsof the textbook narratives, dialogues, and vocabulary, plus thepronunciation and listening exercises from the workbooks.The Integrated Chinese Companion SiteFind everything you need to support your course in one convenient place.• FREE teacher resources• Slideshows for classroom use• Image gallery • Links to previews and demos • Supplementary readings • Sentence drillsFind other publications to supplement your Integrated Chinese course. See page xi for more information about graded readers, listening comprehension workbooks, character guides, and reference materials.To order call 1-800-554-1963 or visit .ivDownloadsUsers of this book have free access to additional downloadable teacher’s resources. To obtain printable versions of the sample syllabi, quizzes and tests in Simplifi ed and Traditional, and more, you simply need to register your product key on Cheng & Tsui’s website.Instructions:1. Visit the Cheng & Tsui download center at /downloads and follow theinstructions for creating a user account.2. Register your product key.3. D ownload the fi les.Fortechnicalsupport,*******************************************************.If you have purchased a used copy of this book, or one without a valid product key, you may purchase a new key on our website () or by contacting our customer service department at 1-800-554-1963.Your Product Key:SAMPLESAMPLEContents 目录Preface 序 (viii)I. General Information I. 概论How to Use this Handbook 本手册使用须知 (x)Layout of Individual Chapters 章节安排 (xii)Sample Syllabus 教学提纲范例 (xviii)Sample Daily Schedule I 逐日教学进度表范例一(以每周四节课为例) (xx)based on four sessions a week Sample Daily Schedule II 逐日教学进度表范例二(以每周五节课为例) (xxvi)based on five sessions a week General Principles and Useful Resources 总体教学原则及资源 (xxxiii)II. Teaching Suggestions II. 教学参考意见Introduction 导论 (1)Lesson 1: Greetings 第一课：问好 (3)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (4)Exercises for the Main Text 主课文的练习..............................10Lesson 2: Family第二课：家庭 .............................11Teaching Suggestions and Sequencingof Important Language Points重要语言点的教学建议与顺序................12Exercises for the Main Text 主课文的练习 (22)Lesson 3: Dates and Time 第三课：时间 (23)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (23)Exercises for the Main Text 主课文的练习 (33)Lesson 4: Hobbies 第四课：爱好 (35)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (35)Exercises for the Main Text主课文的练习 (43)SAMPLE vi Integrated Chinese • Level 1 Part 1 • Teacher’s HandbookLesson 5: Visiting Friends第五课：看朋友 ...........................45Teaching Suggestions and Sequencingof Important Language Points重要语言点的教学建议与顺序................45Exercises for the Main Text 主课文的练习 (55)Lesson 6: Making Appointments 第六课：约时间 (57)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (57)Exercises for the Main Text 主课文的练习 (63)Lesson 7: Studying Chinese 第七课：学中文 (67)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (67)Exercises for the Main Text 主课文的练习 (75)Lesson 8: School Life 第八课：学校生活 (77)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (77)Exercises for the Main Text 主课文的练习 (87)Lesson 9: Shopping 第九课：买东西 (89)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (89)Exercises for the Main Text 主课文的练习 (97)Lesson 10: Transportation 第十课：交通 (101)Teaching Suggestions and Sequencing of Important Language Points 重要语言点的教学建议与顺序 (101)Exercises for the Main Text 主课文的练习 (112)III. Workbook Answer KeyIII.《学生练习本》答案 ..................115IV. Sample Quizzes and Tests IV. 考试测验范例 .. (145)SAMPLE Publisher’s NoteWhen Integrated Chinese was fi rst published in 1997, it set a new standard with its focus on the development and integration of the four language skills (listening, speaking, reading, and writing). Today, to further enrich the learning experience of the many users of Integrated Chinese worldwide, Cheng & Tsui is pleased to offer this revised and updated third edition of Integrated Chinese. We would like to thank the many teachers and students who, by offering their valuable insights and suggestions, have helped Integrated Chinese evolve and keep pace with the many positive changes in the fi eld of Chinese language instruction. Integrated Chinese continues to offer comprehensive language instruction, with many new features and useful shared resources available on our website at .The Cheng & Tsui Chinese Language Series is designed to publish and widely distribute quality language learning materials created by leading instructors from around the world. We welcome readers’ comments and suggestions concerning the publications in this series. Please contact the following members of our Editorial Board, in care of our Editorial Department (e-mail: editor@).Former members of our Editorial BoardProfessor Timothy Li g ht (emeritus)Professor Stanley R. Munro (emeritus) Professor Ronald Walton (in memoriam) W estern Michigan University University of Alberta University of MarylandProfessor Shou-hsin Teng Chief Editor Graduate Institute of Teaching Chinese as a Second Language National Taiwan Normal UniversityProfessor Dana Scott BourgerieDepartment of Asian and Near Eastern LanguagesBrigham Young UniversityProfessor Samuel CheungDepartment of ChineseChinese University of Hong KongProfessor Hong Gang JinDepartment of East Asian Languages and LiteraturesHamilton CollegeProfessor Ying-che LiDepartment of East Asian Languages and LiteraturesUniversity of HawaiiSAMPLEviiiPrefaceIt has been over ten years since Integrated Chinese (IC ) came into existence in 1997. During these years, amid the historical changes that have taken place in China and the rest of the world, the demand for Chinese language teaching and learning materials has grown dramatically. We are greatly encouraged by the fact that IC has not only been a widely used textbook at the college level in the United States and beyond, but also that it has become increasingly popular with high school classes. One major factor for the success of IC has been the steadfast support from the teachers of Chinese, whose feedback greatly facilitated the repeated revisions of the series throughout the years.In a sense, this new Teacher’s Handbook accompanying the third edition of IC is our way of repaying the teachers who have adopted IC as the textbook for their classes. The aims of the handbook are to make IC easier to use and Chinese language teaching more effective. With those guiding principles for its compilation, this handbook is an expansion of the series that is aimed solely at Chinese language teachers. In this handbook, we have provided discussions of the general principles on teaching Chinese, information on useful resources for teaching, sample syllabi and schedules, answer keys, as well as specific suggestions on teaching the language points in each lesson. Instead of being prescriptive, the content here is intended to alleviate the burden on teachers, who are welcome to utilize its features selectively and adaptively based on their actual needs.Some of the pedagogical practices recommended in this handbook may not be as prevalent in all corners of the Chinese-teaching field. As the user will notice, in this handbook we have called for close attention to common pronunciation errors, especially those due to the similarities between English and pinyin spellings. We have also tried to achieve a new balance between grammar on one side and vocabulary and characters on the other, attaching greater importance to the analysis of specific words and characters. In particular, we have regularly highlighted the phonetic and semantic components in Chinese characters and used them to relate different words and characters by pointing out their shared components. While we firmly believe in the pedagogical value of these practices, we encourage teachers to prioritize their teaching activities based on their students’ proficiency levels in different language skills.In general, materials in this handbook are arranged in order to optimize their effectiveness in the classroom. For instance, the placement of mechanical drills before more communicative activities is prompted by the need for scaffolding. For the same reason, the arrangement of different activities on a given language point usually progresses from easy to difficult and from controlled to more open-ended. Elsewhere, however, the rationale may not be as obvious. For example, at certain places one may find tips on vocabulary and characters mixed together with those on grammar. In these cases, we felt it more effective to group together grammar explanations and vocabulary tips linked by a common theme.The current volume is the result of a long course of preparation. The IC authors have provided a large number of grammar notes, tips on teaching aids and class activities, detailed lesson plans, drill exercises, sample syllabi and course schedules, but it took the sustained efforts of Professor Zheng-sheng Zhang, compiler of this handbook, to edit and reorganize these materials. He is also responsible for many of the added materials in the volume, especially the general instructional principles and most of the tips on teaching vocabulary and characters.Contents ixAs we prepared this handbook, we have accumulated more academic and intellectual debts than wecan possibly acknowledge here. As we said above, the Chinese teachers at both college and high school levelshave always been a primary source of support and inspiration for us. To them we feel eternally indebted.We also wish to take the opportunity to express our gratitude to those who have helped us in different ways. Among many others, our particular thanks go to Laurel D amashek and Minying Tan, our editorsat Cheng & Tsui, as well as Shu-Ling Wu and Changqin Geng, who prepared the sample quizzes and tests inthis handbook.SAMPLESAMPLExHow to Use this Handbook本手册使用须知This handbook contains a collection of teacher resources which are not generally found in the textbook itself. They include the following:本手册为教师提供一般而言并不见之于课本本身的诸多资源，包括：a. General guidelines for instructionb. U seful resourcesc. T ips and suggestions for teaching languagepoints including characters, vocabulary,pronunciation and grammar d. N otes on frequently encountered studenterrorse. Answer key to the student workbookf. Sample quizzes and testsa. 教学实践的一般原则b. 实用性资源c. 汉字、词汇、发音和语法等语言点的教学提示d. 关于学生常见错误的提示e. 《学生练习本》中的练习答案f. 考试测验范例It is important to bear in mind that this manual provides flexible guidelines which teachers can use to develop their own detailed lesson plans. In other words, it should not be regarded as a book of “recipes” to follow. The reasons for this are as follows:请记住本手册并不提供详尽的教程计划。
FIN 404 Course outline__ 2008(Diploma&Pathway)
Course Code: 15011029(Diploma)/FIN 404(Pathway)1. SubjectFIN404 – Financial Market and Business Finance. Prerequisite courses for this course are: ACCG104 and FIN 1022. Classes (compulsory, instructed per week over a 10-week semester)One Lecture & one tutorial per week. (Pathway students) . . . . (4 hours)Two Lectures per week (Diploma students) . . . . (4 hours)3. Course ContentThis course is a survey of the basic principles and concepts used in the financial management of a business enterprise addressed from both theoretical and practical standpoints. Upon Successful Completion of this course, the studentwill be able to:1. Differentiate finance from closely-related disciplines of economics and accounting and describe the primary function of financial managers2. Interpret and analyze basic financial statements including income statement, balance sheet, statement of changes in shareholders’ equity and cash flow statement.3. Calculate the component costs of the firm's capital structure, and determine individual cost of capital and weighted average cost of capital.4. Discuss the various sources of long-term capital and select an optimal mix to meet the firm's financial needs5. Evaluate factors affecting dividend policy and the effect dividend policy has on other corporate finance decisions.4. ObjectivesFinancial Market & Business Finance discusses the scope and environment of financial management, valuation and management of long-term investments, and the financial structure and dividend policy of corporations.5. Compulsory TextbookModern Financial Management, 8/eStephen A. Ross, Massachusetts Institute of TechnologyRandolph W. Westerfield, University of Southern CaliforniaJeffrey Jaffe, University of PennsylvaniaPublished by McGraw Hill Higher Education Copyright year: 2008ISBN: 97800711008856. AssessmentYour performance in the course will be evaluated on the following basis:Two in-class quizzes …………...............................10% Class participation & Assignments............ .......... 10% Attendance …………… …………………… 10% Final examination .........................…....................... 70%The final exam will be held during the formal examination period. The duration of the final exam is 2 hours. .The final exam covers the entire course (all lectures and tutorials).In order to pass the course, students must pass (achieve a mark of more than 50%) in the final exam and a course total of points of minimal 60.7. AssignmentsYou will be asked to complete assignments each week and bring it with you to your class.The purpose of the assignments is to help you to learn - so don’t be afraid to make mistakes in the assignments. Making mistakes can be a good way to learn, as long as you can find out where there is a mistake and why it is wrong and what would make it correct. This is where your tutors will help you. Remember that your teachers are here to help you learn.Your instructor will provide you with the relevant course sensitive materials during the lectures. You can download the lecture notes and assignment questions from the designated website.8. Subject OutlineWeek Week Commencing Financial Management Concept/Subject Pre-workHomework due in Tutorial1Chapter 14Long-Term Financing: An Introduction1. common stock2. preferred stock3. patterns of financing4. recent trends in capitalstructureAs required by your instructorsAssignment 1.The assignment is in the lecture notes for this week.The Online learning centre with the prescribed textPlease make full use of the following website to enhance your understanding of the course content.http://highered.mcgraw-/sites/0073105902/information_center_view0/table_of_contents.html ©SILC-INSEARCH, Shanghai, June 2006。
the application of scaffolding instruction in English reading teaching
西华师范大学科目外语教学研究前沿论文题目The Application of Scaffolding Instruction in English Reading Teaching in Senior School姓名何丽姗学号313045108005专业学科教学（英语）班级研一（2）班The Application of Scaffolding Instruction in EnglishReading Teaching in senior schoolAbstract :English is an important subject in senior high school. Among the four skills of language learning, reading is the most important. There are specific requirements of class reading and extra-curricular reading in the new National Standard of English Curriculum. Senior high school students are requested to reach a higher level in English reading, but in reality, high school English teaching is faced with many difficulties and problems and the situation of students’ reading is not satisfactory, which affects students’ English learning and their interests to a large extent. One of the contributing factors for this phenomenon is traditional teaching mode, which is dominated by teachers’explanations. Students accept knowledge passively and their enthusiasm can’t be inspired effectively and their learning potential can’t be fully tapped.In order to improve the current situation, it is necessary to change the traditional teaching mode, making students the main body of learning. And scaffolding instruction, based on constructive learning concept, is an important teaching method, which takes place within students’zone of proximal development. It takes students as the main learning body, and is an innovation to the interaction between teaching and students’English reading learning. This paper aims to the application in the English reading teaching in senior high school.Key words : scaffolding instruction, application, English reading teaching1.IntroductionPresent Situation of Senior English Reading TeachingThe New Senior English Curriculum Standards formulates that students should master four basic language skills, namely, listening, speaking, reading and writing. Among them, reading is one important component that both teachers and students should focus more attention on. And the significance of English is being realized among the high school students, who take great pains to study the language for various purposes, mainly for higher academic achievement or higher scores in the College Entrance Examination.However, in reality, the situation of students’ reading is not satisfactory, for which there are many contributing factors. On one hand, students have many difficulties in English reading, such as, the insufficient command of vocabulary, the lack of reading skills and strategies, and the lack of interest and motivation. The high school students always complain that learning English is energy- and time-consuming, because they spend a great deal of time in looking up in a dictionary new words they come across while reading. The students have no idea of the reading strategies and skills, believing that reading is something related to knowing about the Chinese meanings of the new words. As a result, some students show a complete lack of interest and motivation inEnglish reading. However, it is fairly well known that reading ability is intimately related to the students’ interest and motivation in reading. On the other hand, the traditional teaching method is effective in that this method enhances students performances in examinations composed of traditional types of questions and therefore, detailed vocabulary explanation and the analysis of grammatical rules are given more attention to. Then, the teacher are more familiar with traditional teaching mode and thus ignore renewing teaching methods and offering more scientific guidance of reading skills and strategies. In the traditional teaching method, students are just listeners, who accept in a passive way the explanation of the teacher about some grammatical points, translation of the sentences in reading passages and some individual words and phrases that puzzle them.Under the direction of the New Curriculum Standard, it is vital to probe into better design of senior English reading teaching, which has important practical significance to the successful implementation of the New Standard. The teachers should change their traditional conception of reading teaching and apply more scientific teaching approaches to better their reading teaching. And in this aspect the Scaffolding Instruction has great superiority over the traditional reading teaching method.2.Literature reviewScaffolding is a temporary structure used to support people and material in the construction or repair of buildings and other large structures. In the field of construction and building, scaffolding provides construction workers with space to build and the scaffolding also offers a way for the construction worker to reach work areas which they can not have access by themselves. When the construction is finished, the scaffolding is removed. By the similar understanding, when this term is used in the area of teaching a second or foreign language, it refers to a temporary and adaptable support and the support makes students finish a task successfully “that would be impossible without the scaffolding or to accomplish a task more efficiently or more easily than they could without the scaffolding” (Graves & Graves, 2003). In simple terms, scaffolding is now applied to describe how an instructor can facilitate the learner’s transition from assisted to independent performance (Berk & Winsler, 1995; Meyer, 1993).Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner, the famous cognitive psychologist. In Role of Tutoring in Problem Solving, the term scaffolding was used as a metaphor to describe a “…process that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts…”(Wood, Bruner & Ross, 1976:90). As a teaching strategy, scaffolding instruction derives from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). Its concept is similar to the concept of an expert assisting an apprentice. In teaching, Scaffolding is the helpful interactions between adults and children. It helps the children to do something that they cannot achieve independently. A scaffold is a temporary framework to give support and then it is taken away after the children have learned how to complete the task on their own. The tutor constructs scaffolds not to change the difficult task into an easier one, but to help the students learn how to complete the task independently gradually. With the progress of the children, Vygotsky claims that teachers must act as scaffolds: they must offer just enough guidance to allow the children toadvance independently (Byrnes, 2001:37).Scaffolding instruction includes a wide variety of strategies, including:1.activating prior knowledge2.offering a motivational context to pique student interest or curiosity in the subject at hand3.breaking a complex task into easier, more "doable" steps to facilitate student achievement4.showing students an example of the desired outcome before they complete the task5.modeling the thought process for students through "think aloud" talk6.offering hints or partial solutions to problemsing verbal cues to prompt student answers8.teaching students chants or mnemonic devices to ease memorization of key facts orprocedures9.facilitating student engagement and participation10.displaying a historical timeline to offer a context for learninging graphic organizers to offer a visual framework for assimilating new information12.teaching key vocabulary terms before reading13.guiding the students in making predictions for what they expect will occur in a story,experiment, or other course of action14.asking questions while reading to encourage deeper investigation of concepts15.suggesting possible strategies for the students to use during independent practice16.modeling an activity for the students before they are asked to complete the same or similaractivity17.asking students to contribute their own experiences that relate to the subject at hand3.Procedures of Scaffolding InstructionScaffolding instruction is an important teaching method which takes the students as the main body. It provides learners with a conceptual framework to help them have a better understanding of the knowledge. The concept of the framework is needed for learners to study further. It is a process to help the learner achieve more than he can independently do. The teachers give students suitable support until the learners can apply new skills and strategies on their own. With the assistance of sufficient scaffolding the learners can study effectively and independently. Scaffolding instruction sets conceptual framework, encourages independent exploration, co-operative learning and effective assessment.Basic procedures of scaffolding teaching is shown as follows:1) Providing ScaffoldsTo provide proper scaffolds teachers should first have a basic understanding of the students’starting point. On this basis, scaffolds about students’ current study subject within their ZPD can be built up by teachers. Once it has been achieved, a new task that is beyond students’present ability can be presented to students and completed with teachers’ help.The support includes modeling, cues, such prompts as “What do you want to do first, then, next, and last?” or “What other tools will you need to complete the new task?” The support can also be encouraging words to help students use prior knowledge, and it can be resources such as dictionaries, references materials, resources from the Internet, direct instructions and so on.Providing scaffolds are activities that motivate students’ interest and are related to the new task. It simplifies the task to make students have ability to deal with it and achieve it. It helps reduce students’frustration and focus their attention on how to achieve it with the direction of scaffolding and eventually develop students’abilities to a higher level and achieve the construction of the new knowledge.2) Entering the SituationConstructive Learning Theory believes that learners achieve meaning construction of the new knowledge through continuous learning activities of assimilation and accommodation. The Cognitivism believes that learners construct their cognition structure and urge the development of cognition in the process of assimilation and accommodation to the environment. This enables students to link their experience with original cognition structure to acquire new knowledge. Successful English classroom teaching should establish more vivid introductory situation to give students more chances to apply language materials that they have learned. In English reading teaching, the most effective way of establishing situations is using the methods of asking questions. The questions should be related to the situation and the basis of answering the questions. Teachers should be good at guiding students to find out problems, analyzing problems and solve problems to gradually master the way of thinking and exploring. What teachers should do is to try to create positive atmosphere to arouse students’ curiosity and interest in English reading. So the key to effective English reading teaching is creating appropriate teaching situation. Performances, stories, songs, pictures, video and multimedia technology that are related to the teaching content can also be used to lead students into the problem solving situation. When students continuously get to have a better understanding of the new knowledge, scaffolding should be adjusted appropriately and removed timely to make students complete the tasks on their own gradually.3) Independent ExplorationConstructive learning theory believes that learning is not a simple passive process that teachers impart new knowledge to students but a process that students construct knowledge by themselves. In this process, students accept information positively and then understand and code it on the base of their prior knowledge to construct their own understanding about the new knowledge. Independent exploration is the key link of scaffolding instruction. With the guidance of the teacher, the exploration starts. Teachers should give students enough time, encourage them to explore bravely, allow students to make mistakes, analyze and then learn from the mistakes. Teachers offer scaffolds properly to guide students to solve the problems.For instance, the teacher can instruct them to find key words and related information in the reading materials. To understand is to discover. Students are enabled to produce and create, not only to receive and repeat passively. In the activities, students make new discoveries autonomously guided by the teacher and teachers’scaffolds should be reduced gradually to let students explore independently and construct final results through their own research. Finally, students are promoted from lower levels to higher levels in a continuous way.4) Cooperative LearningAs we all know, in the process of learning cooperative learning is an important study pattern. Teachers instruct students to be engaged in cooperative learning. As an example, students can be divided into groups in which students may have the same or different perspectives on the task. There may be conflicts that make students put forward solutions creatively at a higher cognitivelevel. Students help each other with teachers’assistance at a certain degree. It is a step of decreasing the scaffolds offered by teachers. In groups, students talk about the subjects, explain their ideas to others, and learn the facts by heart easily, which makes English learning interesting and effective. They can reduce anxiety, increase motivation, develop skills of communication, build up self-confidence and learn to share with others.Gradually students will know that they can get fun from English reading and English reading may even affect their lives and so they may enjoy it. This stimulates their interest in English learning and that is just what the teachers hope to achieve.5) Effect evaluationEffect evaluation is an important step in English reading teaching that can not be limited to only the examination of the degree of how students master the knowledge and abilities, but also the contribution to teaching reflection. In English reading, effect evaluation means students’reflection on English reading comprehension. It includes: 1) independent learning capability;2)contributions to cooperation study; 3) the achievement of the knowledge that they are acquiring. The subject of learning is students who play a main role in the learning process. They gather and deal with the information independently. They check whether their English reading comprehension has been satisfactory or not. Then they will adjust their previous plans and make more efforts in learning activities.In short, the substance of scaffolding instruction is to supply students with an appropriate language learning environment. Teachers are assistants in the process for students to construct knowledge. They offer students supports and scaffolds and gradually remove them as students can develop autonomous learning, thereby cognitive learning skills of the students are promoted.4.ConclusionsBased on the review of the theories of scaffolding instruction, three main points are following.1.Scaffolding instruction may be more effective to improve the students’English reading proficiency compared with the traditional teaching method.2. Scaffolding instruction may be more effective in improving the students’ overall English level than the traditional teaching mode.3.In the class where scaffolding instruction is applied, the students’interest in English reading and English learning may stimulate more effectively than that of the students in the class who are taught with traditional teaching methods. The application of scaffolding instruction is effective to arouse the student’s interest in English and the emotional arousal leads the students to conscious decisions to perform better. In the process of the motive power become stronger, it is more favorable for the students to do more reading, develop their reading skills and good reading habits. So interest is important internal motive. Once the conditions are right, they will break out in amazing ways. Applying scaffolding instruction, is of great help for students to give full play to initiative, to cultivate the innovation consciousness.Based on the above statements, the following suggestions are given.First of all, teachers should try their best to keep pace with the development of latest theories and researches on scaffolding instruction. In the aspect of practice, teachers ought to avoid theappearance of the situation that the teaching methods become a mere formality without practical effects. In scaffolding instruction, what the teachers should do is to find the right connection between teaching and learning and build up scaffolding for learners according to this. When applying scaffolding instruction, the teachers should be aware that the scaffolds are not changeless, but dynamic and sensitive, which change with the students’ practical levels and study activities. Only in this way can learners have more space and develop their autonomy. The teaching mode set a high demand on the teachers so the teachers should improve themselves continuously.Second, since the scaffolding instruction has already been proved to have positive effects in English reading teaching, both the teachers and students should hold their own roles well to achieve better teaching results. Teachers are not the center of the class and students are not passive learners. Teachers have the responsibility to help students to stimulate their potential not only for their English study but also for their future development.Third, although the application of scaffolding instruction has many advantages, the traditional teaching mode should not be abandoned entirely. The best method is to combine them appropriately. The traditional mode still has some merits. For example, when just impart knowledge to students, to apply the traditional methods is more effective.Last, it is important for teachers to consider students’emotional factors in the process of teaching. High school students are special groups who have to bear stresses of getting good scores in various examinations; on the other hand, they are in the special period of psychological transition. The teachers should not only pay attention to their academic records but also their emotional changes, which is in favor of the relationship between the teachers and students. And this, in turn, will be more effective to inspire them to study harder so as to get good development in the future. What’ s more, when it comes to students’ academic records, It can say that marks should not be the only tool for measuring teachers’ teaching and students’ learning. Practical and scientific teaching evaluating system should be established which is an important safeguard to achieve the objectives of the English curriculum.Although the scaffolding instruction can be used to optimize teaching, there are still some limitations and difficulties in the process of scaffolding instructionFirstly, in scaffolding instruction teachers act the roles who design the teaching activities to help them develop skills and concepts, who promote students’ learning. The main aim is to help students gain independence, that is, to learn how to learn. It puts forward high demands on teachers. Scaffolding instruction requires teachers to be empathetic and skilled, which, in fact, is a great challenge for teachers. It is obvious that the role transition is difficult for teachers from the traditional teaching mode.Secondly, the application of scaffolding instruction requires the teachers to have rich background knowledge and a good master of the teaching materials so as to choose proper materials for the students’use in the limited time. What’s more, if the teachers are not trained properly, he may not implement scaffolding instruction effectively and the full effect is hard to see.Thirdly, the students received traditional teaching for many years after all, therefore, they are more familiar with the previous mode. The students need time and more efforts to adapt themselves to the new teaching methods. For some students with poor English base it will be more difficult. Usually they have great worries in study and show discouragement when they meet with difficulties, which will widen the gap between themselves with the others. It’s difficult forthis group of students to participate in the class teaching.Fourthly, the scaffolds the teachers give are helpful to students but once the scaffolding is removed, not all students can still complete the tasks by themselves. The point of removing the scaffolds is hard to control according to ever students’real abilities. That’s also a barrier for students in the reading activities, as they cannot relate the given tasks to realistic situation, which results in unpractical implementation of the instruction.Reference[1]. Berk,L.E., & Winsler, A. Scaffolding Children’s earning: Vygotsky and early childhood education. NAEYC Research and Practice Series, 7[J]. Washington, DC: National Association for the Education of Young Children, 1995(8): 89-102.[2]. Guerrero, M. C. M. de. , Villamil, O. Activating the ZPD: Mutual scaffolding in L2 peer revision [J]. The Modern Language Journal, 2000, 84 (1): 51-68.[3]. Meyer, D.K. What is Scaffold Instruction? Definitions, Distinguishing Features, and Misnomers. In D.J. Leu & C. K. Kinzer, (Ed.), Examining central issues in literacy research, theory and practice. [M]. Chicago: The Notional Reading Conference, 1993.[4]. Wood, D. J., Bruner, J. S., & Ross, G. The role of tutoring in problem solving. [J]. Journal of Child Psychiatry and Psychology, 1976, 17(2):89-100.[5]. 杜军. “支架式”教学应重视“脚手架”的搭建[J]. 教学理论与实践，2005(7): 51-53.[6]. 刘晓蓉. 支架式教学模式在教学中的运用研究[J]. 理论经纬，2010 (2) : 19-20.[7]. 武晓燕. 试论建构主义理论对英语教学的启示[J]. 外语与外语教学, 2006 (2).。
支架式教学（Scaffoldinginstruction）
支架式教学（Scaffolding instruction）Several methods of applying Scaffolding Teaching in Teaching[Abstract] the scaffold used to be a term in the construction industry (also known as "scaffolding"), a temporary support for building buildings, and when the building was completed, the support was removed. Therefore, the "bracket" to provide learning support is temporary and can be adjusted, when children skilled, do not have to accept help can be completed by themselves, the adult to set up by the "bracket" can be evacuated. Here, "bracket" can be understood as provided according to the needs of children for their help, and in their ability to grow without help. In general, the "scaffolding" role is to help learners successfully cross the "zone of proximal development" for further development. Through the "support" to help the learning task by teachers, management gradually transferred to their own children, until finally removed the "bracket". I summed up my own teaching practice for more than ten years, feel the kindergarten collective teaching problems, and in recent years from the western countries into "Scaffolding Instruction", opened up a shortcut for our children's way of teaching. So I tried to insert Scaffolding Teaching into my teaching activities for 07 years". From theme generation to activity design, a new teaching method has been formed.Try two years of teaching, we found that "Scaffolding Teaching" to make up for the collective teaching "across the board" stereotyped teaching methods, to stimulate the enthusiasm of the children take the initiative to explore the objective world, children's learning in the teaching, make first appearance in"but also the ability of Teacher Education gradually in the capture opportunity" the Scaffolding Teaching ".Keywords children; collective; support;People oriented is the basic concept of modern education, with the study of modern psychology and education development, people gradually realize that the process of teaching is not a simple transfer of knowledge, but the processing and transformation process of knowledge. Kindergarten education guidelines (hereinafter referred to as "Outline") also stressed: "pay attention to individual differences, and promote the development of each child's personality."." Because of the original cognitive structure and experience of learners, the same things and phenomena will have different meanings for different learners. Therefore, this requires that we should pay attention to the initiative of children while recognizing and respecting the individual differences in children's learning. In collective teaching, if teachers do not take into account the individual differences in the development of children, they can not really meet the needs of each child's learning, and therefore is not conducive to the initiative and enthusiasm of each child learning. So I tried in the teaching activities into the teaching mode of Constructivism in "Scaffolding Teaching", try to teachers in the collective teaching activities targeted for each child's learning "scaffolding" learning initiative and stimulate children's ability to solve problems, improve their independent exploration, creative, and for teachers "across the board" in the collective teaching of stereotyped teaching mode, give full play to the leading role of teachers, to make childreneffectively realize the the knowledge construction goal.I. exploration and PracticeFor a long time the collective teaching restricts the children's learning interest and ability in some extent, children always willing to accept the teacher's guidance and help, depends on the teachers' teaching and learning, their enthusiasm, initiative, independence, gradually weakened, in the eyes of their teacher is right, the teacher is the symbol of the most authoritative! In the course of two years of teaching, I began to try to construct the scaffolding instruction in the collective teaching, from the theme generation to the activity design, forming a new teaching method.(1) people-oriented, independent development, set goals.With the development of age and psychological aspects of children's self-control is significantly improved, awareness of the rules, adhere to strengthen, active thinking, active, mature, strong curiosity, willing to learn new things. The ability to communicate gradually increases, not only to pay attention to their own activities, but also to pay attention to the activities of peers, if there is a common interest or goal,Young children can divide, cooperate and cooperate with each other, and they can also learn from their partners and discuss problems together. Based on the above characteristics, the teacher should be good at catching the children's interests andneeds, make value judgments, thus the educational objectives in the children's interest, materialized in the environment, has the value of meaning generation education activities. For example: "planting vegetables" activity is observed in the teacher's children's interest and desire for planting planting, analyzed the planting experience and educational value for children will receive, and let the children love vegetables into the goal of education. Combined with the practical problems of the class of children, we carry out a variety of topics through teaching, to guide children's autonomous development as the basis, the creation of independent free space for children; to explore cooperation as a means for children to find and provide favorable conditions to solve the problem, promote each child from the original level to the "nearest development area".(two) contact the reality and generate the contentThe specific content of scaffolding instruction is not based on presupposition, but on the exploration and discovery of children's daily life and the formation of thematic teaching. In the formulation of the program of activities, from the static model of curriculum design in the past from the books to the children's initiative to observe and understand the children's learning interests and needs, mining the implications of the educational value, and as an important basis for curriculum design. For example: "scientific activities of waste recycling and utilization", the theme is the source in our city, the classification dustbin has emerged, and the classification of trash also gradually into the children's side, but also brought large classes of children with some questions: "teacher, whichis Recyclable garbage, which is Unrecyclable garbage ah?" So, I follow their questions to carry out a relevant environmental awareness of the teaching activity theme "environmental small guards", aims to parents and children, infants and young children, teachers and children between the joint investigation, communication and discussion in the process of gradually understanding of our city's environmental action, to stimulate children's the awareness of environmental protection. Here, the theme of teaching content, greatly stimulate children's participation, enthusiasm and initiative, to mobilize the children's desire to explore. Therefore, teachers should not let any one generation theme opportunity to mobilize children to actively participate in the investigation, communication and discussion, in the joy of success, enhance the collective cohesion, an active learning atmosphere formed in class, promote children's play initiative.(three) follow the theme, build inspiration and change direction"Scaffolding Instruction" is the guidance of listening to chil。
Scaffolding as a Teaching Strategy
Scaffolding as a Teaching Strategy Rachel R. Van Der StuyfAdolescent Learning and DevelopmentSection 0500A - Fall 2002November 17, 2002I. Scaffolding as a Teaching Strategy – Definition and DescriptionScaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000, p.176). The scaffolding teaching strategy provides individualized support based on the learner’s ZPD (Chang, Sung, & Chen, 2002). In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone (Olson & Pratt, 2000). The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Bransford, Brown, & Cocking, 2000).Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176). An important aspect of scaffolding instruction is that the scaffolds are temporary. As the learner’s abilities increase the scaffolding provided by the more knowledgeable other is progressively withdrawn. Finally the learner is able to complete the task or master the concepts independently (Chang, Sung, & Chen, 2002, p. 7). Therefore the goal of the educator when using the scaffolding teaching strategy is for the student to become an independent and self-regulating learner and problem solver (Hartman, 2002). As the learner’s knowledge and learning competency increases, the educator gradually reduces the supports provided (Ellis, Larkin, Worthington, n.d.). According to Vygotsky the external scaffoldsprovided by the educator can be removed because the learner has developed “…more sophisticated cognitive systems, related to fields of learning such as mathematics or language, the system of knowledge itself becomes part of the scaffold or social support for the new learning” (Raymond, 2000, p. 176).Caregivers help young children learn how to link old information or familiar situations with new knowledge through verbal and nonverbal communication and modeling behaviors. Observational research on early childhood learning shows that parents and other caregivers facilitate learning by providing scaffolds. The scaffolds provided are activities and tasks that: •Motivate or enlist the child’s interest related to the task•Simplify the task to make it more manageable and achievable for a child•Provide some direction in order to help the child focus on achieving the goal•Clearly indicate differences between the child’s work and the standard or desired solution •Reduce frustration and risk•Model and clearly define the expectations of the activity to be performed (Bransford, Brown, and Cocking, 2000).The activities listed above are also detailed in the Executive Summary of the Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators, which refers to these as “…Rogoff’s six characteristics of scaffolded instruction” (Ellis, Larkin, Worthington, Principle 5 section, para. 2).In the educational setting, scaffolds may include models, cues, prompts, hints, partial solutions, think-aloud modeling and direct instruction (Hartman, 2002). In Teaching Children and Adolescents with Special Needs the authors provided an example of a procedural facilitator (hint, cue-card, partially completed example). When trying to teach the math skill of rounding, ateacher may list, “…the steps of rounding hundreds beginning with the first step of ‘1. Look at the number in the ten’s position’, (this) provides hints to the students” (Olson and Platt, 2000, p.180). This cue prompts the students to complete the next step of the task. Educators may also use questions as scaffolds to help students solve a problem or complete a task. Teachers may increase the level of questioning or specificity until the student is able to provide a correct response. This type of scaffold is reflected in the following excerpt, “…if you receive no response or an incorrect response after asking the question, “How do we change lady to ladies?” you should proceed with a more intrusive verbal prompt: “What is the rule?” to remind the student that there is a rule. If necessary, continue with “What do we do when a word ends in y to make it plural?” to give the student a part of the rule” (Olson and Platt, 2000, p.186). As the student develops his or her ability with applying the rule, the number and intrusive nature of the questions would be decreased until the student can do the task without prompting.Following the use of teacher provided scaffolds, the educator may then have the students engage in cooperative learning. In this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students (Hartman, 2002).Teachers have also used scaffolding to engage students in research work and learning. In this context, scaffolding facilitates organization of and focus for students’ research (McKenzie, 1999). The structure and clearly defined expectations are the most important component of scaffolding in this context. The teachers provide clarity and support but the students construct the final result through their research. In a chapter on scaffolding, Scaffolding for Success, Jamie McKenzie provides a visual image analogy of how scaffolding works, “The workers cleaning the face of the Washington Monument do not confuse the scaffolding with themonument itself. The scaffolding is secondary. The building is primary.” (McKenzie, 1999, Matters of Definition section, para. 6). He goes on to describe eight characteristics of scaffolding. The first six describe aspects of scaffolding instruction. The last two refer to outcomes resulting from scaffolding and are therefore presented in a later section of this paper. According to McKenzie scaffolding:1.Provides clear direction and reduces students’ confusion – Educators anticipate problemsthat students might encounter and then develop step by step instructions, which explain what a student must do to meet expectations.2.Clarifies purpose – Scaffolding helps students understand why they are doing the workand why it is important.3.Keeps students on task – By providing structure, the scaffolded lesson or researchproject, provides pathways for the learners. The student can make decisions about which path to choose or what things to explore along the path but they cannot wander off of the path, which is the designated task.4.Clarifies expectations and incorporates assessment and feedback – Expectations are clearfrom the beginning of the activity since examples of exemplary work, rubrics, andstandards of excellence are shown to the students.5.Points students to worthy sources – Educators provide sources to reduce confusion,frustration, and time. The students may then decide which of these sources to use.6.Reduces uncertainty, surprise, and disappointment – Educators test their lessons todetermine possible problem areas and then refine the lesson to eliminate difficulties sothat learning is maximized (McKenzie, 1999).Scaffolded instruction is also employed in problem based learning environments. “Problem-based learning (PBL) is an educational approach that challenges students to "learn to learn".” (Ngeow and Yoon, 2001, p. 1). In this type of classroom the teacher must assess the activities that the students can perform independently and what they must learn to complete the task. The teacher then, “…designs activities which offer just enough of a scaffold for students to overcome this gap in knowledge and skills.” (Ngeow and Yoon, 2001, p. 2). The authors also describe several of same scaffolding activities or characteristics that were presented by Bransford, Brown and Cocking and McKenzie thus illustrating scaffolding’s applicability to various educational settings.II. Scaffolding – Related Theory, Theorists, and ResearchScaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). Lev Vygotsky was a Soviet psychologist whose works were surpressed after his death in the 1930s and were not discovered by the West until the late 1950s (“Lev Vygotsky’s archive,” n.d.). His sociocultural theory proposes that social interaction plays a fundamental role in the development of cognition. (“Social Development Theory,” n.d.). Vygotsky “…theorized that learning occurs through participation in social or culturally embedded experiences.” (Raymond, 2000, p. 176). In Vygotsky’s view, the learner does not learn in isolation. Instead learning is strongly influenced by social interactions, which take place in meaningful contexts. Children’s social interaction with more knowledgeable or capable others and their environment significantly impacts their ways of thinking and interpreting situations. A child develops his or her intellect through internalizing concepts based his or her own interpretation of an activity that occurs in a socialsetting. The communication that occurs in this setting with more knowledgeable or capable others (parents, teachers, peers, others) helps the child construct an understanding of the concept (Bransford, Brown, & Cocking, 2000). The communication helps the child develop inner or egocentric speech. The inner speech is abbreviated speech for oneself that eventually directs personal cognitive activities. Inner speech is developed as the adult initially models a cognitive process and communicates the steps as in “think-aloud” modeling. “…Over time and through repeated experiences, the child begins to internalize, and assumes responsibility for the dialogical actions, (i.e. it becomes a “private speech” spoken aloud by the child to direct personal cognitive activity).” (Ellis, Larking, Worthington, n.d., Principle 5 Research section, para.3). In subsequent similar activities the amount and or type of modeling and guidance provided by the more knowledgeable other will be reduced until the child is able to complete the activity without these supports or scaffolds, the child’s inner speech would now be directing the child’s activities. (“Four Stage Model,” n.d. and Jaramillo, 1996).The second foundation for scaffolding instruction is Vygotsky’s concept of the zone of proximal development (ZPD). The ZPD “…is that area between what a learner can do independently (mastery level) and what can be accomplished with the assistance of a competent adult or peer (instructional level)” (Ellis, Larkin, Worthington, n.d. Principle 5, Research section, para.1). Vygotsky believed that any child could be taught any subject effectively using scaffolding techniques by applying the scaffolds at the ZPD. “Teachers activate this zone when they teach students concepts that are just above their current skills and knowledge level, which motivates them to excel beyond their current skills level” (Jaramillo, 1996, p. 138). Students are guided and supported through learning activities that serve as interactive bridges to get them to the next level. Thus the learner develops or constructs new understandings by elaborating ontheir prior knowledge through the support provided by more capable others (Raymond, 2000). Studies have actually shown that in the absence of guided learning experiences and social interaction, learning and development are hindered (Bransford, Brown, and Cocking, 2000).Modern research continues to find that scaffolding is an effective teaching strategy. Two recent studies regarding the use of inscriptions for teaching scientific inquiry and experimentation (external representations – graphs, tables, etc.) found that the use of external representations, representational scaffolds, can serve as an effective strategy for teaching these scientific skills. In one study the instructional goal was to teach fourth graders valid experimentation skills. During the first part of the study a teacher-specified table of variables was the scaffold provided. Students had to select the appropriate variable related to their experiment. The results of this part of the study led to the conclusion that the “… use of the pre-developed table representation may have helped students abstract the overall structure of the experiment and thus aided their understanding of the design…” (Toth, Results and Discussion section, para. 1). The teacher designed table helped focus the learners’ thinking on only those items that were important for the task. Additionally through the use of the table it became obvious to the students if they had omitted an important variable from their experiment. This helped the students learn what things must be considered when designing an experiment (Toth, n.d.).In the second study, “… the effects of two different external representations (evidence mapping vs. prose writing)…” were evaluated in research with ninth grade students (Toth, n.d., Representational scaffolding while coordinating data with theories section, para. 1). Students used either a software tool or prose writing to record their thinking during a problem-based-learning activity in which they had to find a solution to a scientific challenge. The software toolprovided epistemological categories linked with unique shapes. The students that used the software had to categorize the information they were evaluating by selecting the appropriate shape and entering the information into the shape. The students in the prose writing group just documented their thinking by writing.One finding of the study was that the students who used the software tool correctly categorized more of the information as hypothesis and data than those students in the prose writing groups. The correct categorization of information was attributed to “…the effect of the mapping representation that scaffolded students’ categorization efforts” (Toth, n.d., Results and Discussion section, para. 1). Eva Toth concluded from the research that the use of , “…teacher-developed table representations was found to scaffold students’ progress of inquiry by making the variables of an experiment salient and by perceptually constraining the students’ attention to abstract the characteristics of correct experimentation” (Toth, n.d. Conclusion and Educational Significance section, para. 1). She also concluded that the evidence mapping, which used the software tool that scaffolded students’ thinking and categorization efforts, was a “…successful instructional methodology to teach how to categorize and label scientific information and to teach students how to evaluate hypotheses based on empirical data.” (Toth, n.d., Conclusions and Educational Significance section, para. 2). The study also found that the use of explicit rubrics supported the scaffolding effect.Kuo-En Chang, Yao-Ting Sung, and Ine-Dai Chen conducted a study to test the learning effects of three concept-mapping methods on students’ text comprehension and summarization abilities and “…to determine how students can most effectively learn from concept mapping” (Chang, Chen, & Sung, 2002, p. 8). For the study three concept-mapping methods were designed “…with varying degrees of scaffolding support, namely, map construction by correction (with constant and highest degree of scaffolding), by scaffold fading (with graduallyremoved scaffolding), and by generation (with the least scaffolding)” (Chang, Chen, & Sung, 2002, p. 19). The 7 week study was conducted with 126 fifth grade students that were randomly assigned to 4 groups, one for each concept mapping method and a control group. Both pre- and post- text comprehension and summarization tests were administered to evaluate the students’ abilities. Each group received the same reading materials and training on concept mapping. The map correction group was given a partially revised expert generated concept map that included some incorrect information. The students had to read the provided materials before correcting the errors in the map. The instruction for the scaffold-fading group consisted of the following: “…(a) read an expert concept map, (b) fill in the blanks of the expert concept map (with whole structure), (c) complete the partial expert concept map (with partial structure), (d) construct the concept map using the given concepts and relation links, and (e) determine the key concepts and relation links from the text to construct the concept map” (Chang, Chen, & Sung, 2002, p.10). Only the reading materials were provided to the students in the map generation group.The study results showed that the map-correction group performed better on the text comprehension and text summarization posttests than did the scaffold-fading or other groups. It also found that the scaffold-fading group performed much better than the map-generation and control groups on the text summarization posttest but showed no significant difference on the text comprehension posttest (Chang, Chen, & Sung, 2002). The authors explain that the students in the map-correction group performed better because the map-correction scaffolding provided a content framework for and a reminder of the content in the text. The authors go on to explain that the finding regarding the scaffold fading group was not consistent with the findings of “…Day and Cordon (1993) and Kao (1996) that the scaffolding instruction method had better direct and transferring effects than general teaching methods…”(Chang, Chen, & Sung, 2002, p.20). They cite two factors that may have affected the outcome of their study and generated the inconsistent findings. First, they state that, “… the operations performed after the scaffolding was removed may still have been too difficult for elementary school students” and secondly there “…may have been the lack of sufficient time for training” (Chang, Chen, & Sung, 2002, p. 20).They conclude that the scaffolds provided by the map-correct method (framework and partial information) seem “…to be a more suitable way for conducting concept mapping for elementary students” (Chang, Chen, & Sung, 2002, p. 19) than the other methods, scaffold-fading or map generation. However any form of concept mapping (scaffolding) “…may serve as a useful graphic strategy for improving text learning” (Chang, Chen, & Sung, 2002, p. 21).Scaffolding instruction guides the learner to independent and self-regulated competence of skills. This occurs when the learner’s inner speech occurs on an automatic, unconscious level (Ellis, Larkin, Worthington, n.d.). In addition to improving learners’ cognitive abilities, scaffolding instruction in the context of classroom learning and student research:1.Delivers efficiency – Since the work is structured, focused, and glitches have beenreduced or eliminated prior to initiation, time on task is increased and efficiency incompleting the activity is increased.2.Creates momentum – Through the structure provided by scaffolding, students spend lesstime searching and more time on learning and discovering, resulting in quicker learning (McKenzie, 1999).III. Advantages and Disadvantages of ScaffoldingOne of the primary benefits of scaffolding instruction is that it engages the learner. The learner does not passively listen to information presented instead through teacher prompting the learnerbuilds on prior knowledge and forms new knowledge. In working with students who have low self-esteem and learning disabilities, it provides an opportunity to give positive feedback to the students by saying things like “…look what you have just figured out!” This gives them more of a can do versus a “this is too hard” attitude. This leads into another advantage of scaffolding in that if done properly, scaffolding instruction motivates the student so that they want to learn. Another benefit of this type of instruction is that it can minimize the level of frustration of the learner. This is extremely important with many special needs students, who can become frustrated very easily then shut down and refuse to participate in further learning during that particular setting.Scaffold instruction is individualized so it can benefit each learner. However, this is also the biggest disadvantage for the teacher since developing the supports and scaffolded lessons to meet the needs of each individual would be extremely time-consuming. Implementation of individualized scaffolds in a classroom with a large number of students would be challenging. Another disadvantage is that unless properly trained, a teacher may not properly implement scaffolding instruction and therefore not see the full effect. Scaffolding also requires that the teacher give up some of the control and allow the students to make errors. This may be difficult for teachers to do. Finally the teachers’ manuals and curriculum guides that I have been exposed to do not include examples of scaffolds or outlines of scaffolding methods that would be appropriate for the specific lesson content. Although there are some drawbacks to the use of scaffolding as a teaching strategy the positive impact it can have on students’ learning and development is far more important.References:Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press.Chang, K., Chen, I., & Sung, Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education 71(1), 5-23. Ellis, E., Larkin, M ., & Worthington, L. (No date). Executive summary of the research synthesis on effective teaching principles and the design of quality tools for educators. University of Alabama, AL. Retrieved November 11, 2002, from/~ncite/documents/techrep/tech06.htmlFour-Stage Model of ZPD. (No date). North Central Regional Educational Laboratory. Retrieved October 12, 2002 from /sdrs/areas/issues/students/learning/lr1zpda.htm Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp.23-69). New York: City College of City University of New York.Jaramillo, J. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education 117(1), 133-140.Lev Vygotsky Archive. (No date). Retrieved November 15, 2002, from/archive/vygotsky/McKenzie, J. (2000). Scaffolding for Success. [Electronic version] Beyond Technology, Questioning, Research and the Information Literate School Community. Retrieved October 12, 2002, from /dec99/scaffold.htmlNgeow, K.K., &Yoon, S. (2001, October). Learning to learn: preparing teachers and students for problem-based learning. ERIC Digest. Retrieved October 20, 2002, from/databases/ERIC_Digests/ed457524.htmlOlson, J. and Platt, J. (2000). The Instructional Cycle. Teaching Children and Adolescents with Special Needs (pp. 170-197). Upper Saddle River, NJ: Prentice-Hall, Inc.Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201).Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.Social Development Theory. (No date). Retrieved November 3, 2002, from/vygotsky.htmlToth, E. E. (no date). Representational scaffolding during scientific inquiry: interpretive and expressive use of inscriptions in classroom learning. Retrieved October 19, 2002, from /~ircs/cogsci2000/PRCDNGS/SPRCDNGS/posters/toth.pdf。
ScaffoldCourse-Chin 108页
平面撑
JER-SCAFFOLDING
简单的脚手架组件
斜撑…
• 总是用在可以移动的脚手架上 • 总是固定在工作平台的木跳板下 • 与立杆之间采用90度配件连接 • 防止了脚手架变形
基本的脚手架搭设标准
地面/表面条件
• 地面或表面必须能够支撑脚手架及其负载 • 地面或表面必须尽可能地整平
基本的脚手架搭设标准
• 脚手架的基本组件和定义 • 如何去计划搭建脚手架 •脚手架的申请和批准过程 •脚手架的检验和标签程序
课程目标（续…
实践操作练习 根据课堂上学到的知识，以小组为单 位实际拆除和搭建脚手架
所需工具和设备: 安全带，安全帽，安全鞋，手套，扳手，卷 尺，水平仪。
课程目标（续…
工地上唯一能对脚手架进行搭建和维修的 人将是成功完成脚手架课程的人员. 我们会给合格的架子工发放特殊的工作牌 和安全帽标签
简单的脚手架组件
踢脚板 垂直放置的长条木板,用来将工具,设
备和原料放置在工作平台上.
踢脚板
简单的脚手架组件
连接 将脚手架连到固定的钢结构上, 防止脚手架倒塌的一种方法.
井字结构连接
典型的井字连接
Examples of Lip Ties
Lip Tie Details
Example of a Through Tie
经过培训达到一定水平,并且被指定去检查 脚手架来找出脚手架的缺陷, 例如; • 缺少元件 • 结构损毁 • 脚手架基础不稳 * 有权停止脚手架的搭建工作,召唤现场工头/监督 到搭建现场,指出存在的问题.
相关术 语
脚手架申请表格:
在工地上搭建任何脚手架之前提交到安全部 的一份正式文件. 为什麽这样做? 是为了确保所有申请搭建的 脚手架都能够被适当地评估而且记录在脚手 架登记表里.
Primary+School+English+Word+Classification
"pencil," "marker," and "crayon."
02
Stationery materials
This category includes words related to the materials used in
Stationery items, such as plastic, wood, metal, and rubber Some
"red," "blue," "green," and "yellow."
Learning tools
Educational software: This category includes words related to software programs designed for educational purposes, such as math games, language learning programs, and science simulations Some examples are "math game," "language learning program," and "science simulation."
Inspect
Summary words
English words related to insects
Detailed description
Insects are the most diverse group of organisms on Earth, characterized by six legs, antennae, and compound eyes. Here are some common insect related English words: butterfly, bee, ant, fly, mosquito, etc.
教学法
• 3) Cooperation scaffold
• • • • • • • • Cooperative learning is adopting the method of group and collaborative cooperation to make joint efforts and give full play to students’ own learning advantages, in which procedure students support each other and help each other. In scaffolding writing teaching, the students discuss in groups in collaborative and relaxed writing atmosphere provided by the teacher. Cooperative learning theory emphasizes the multilateral interaction among students. Through arguing with each other and exchanging opinions in groups, students help each other to master knowledge, enhance learning interest, and promote the development of thinking ability. The team members exchange ideas and discuss ways to solve the problem.
화장한 봄날의 삼청동 LOREM /
Unit 20 Developing Advanced Skills in Tile Hangin
Roof covering: tile (single lap, interlocking, double lap); slating (regular, random, double lap, single lap interlocking, ornamental)
Quantity of resources: hoist and scaffolding provided by main contractor; material handling (manual, mechanical); portable power tools (cutting, forming, shaping, site electrical, portable); personal protective clothing
1.3 Explain how the abutment detail will be waterproofed using flashings for an indented double lap tile hanging area, including the use of personal protective equipment
THIS IS AN ACCREDITED SPECIFICATION AND CAN BE USED FOR TEACHING AND ASSESSMENT
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• 脚手架基础不稳
* 有权停止脚手架的搭建工作,召唤现场工头/监督 到搭建现场,指出存在的问题.
相关术 语
脚手架申请表格:
在工地上搭建任何脚手架之前提交到安全部 的一份正式文件.
为什麽这样做? 是为了确保所有申请搭建的
脚手架都能够被适当地评估而且记录在脚手 架登记表里.
脚手架相关人员的职责
脚手架使用者的职责:
脚手架相关人员的职责
专业工程师的职责:
• 任何超过28米高的钢管或卡扣式脚手架,在搭建前, 注册专业工程师必须来设计和审批 •专业工程师必须确定一些重要因素:如载荷要求,是 否需要双立杆,是否需要附加斜撑等 .并且提供给搭建 队伍一份详细的制图
简单的脚手架组件
立杆 直立的钢管，作为直立的支架和负载 支撑
与脚手架有关的危害
• 最初不合理的设计
• 没有足够的支撑
• 负载过重
• 老化或者有缺陷的扣件或材料
• 未经许可的改动
与脚手架有关的危害
• 过往车辆的撞击 • 脚手架未完工时倒塌 • 架子工高处跌落(BP过去10年有100个架 子工死亡,他们都是从高处掉下来摔死的)
• 脚手架原料高处坠落
脚手架的几种类型
木垫板
垫座底板 单独一块的木 垫板
简单的脚手架组件
脚手架斜撑
防止整个脚手架面移动的钢管
合适的斜撑代表着 脚手架的强度和稳定性
没有斜撑，强 度和稳定性非 常小
脚手架斜撑
简单的脚手架组件
大横杆斜撑
固定在大横杆之间来提高稳定 性的钢管
大横杆斜撑
几种大横杆斜撑
正确放置的脚手架斜撑，小横杆和 防滑卡扣…
课程目标
本课程你将学习:
• 按照JER-SCAFFOLDING要求的标准同时也是国际 通用标准建造脚手架 • 识别安全的和合乎要求的脚手架 • 熟悉脚手架的审批，检验和标签程序
课程目标
本课程你还会学到：
与脚手架的搭建和拆除相关的危害 • 不同类型的脚手架 • 国际通用的名词
• 脚手架的责任管理
课程目标（续…
• 使用者应该接受过培训,这样才能确保 他们能够识别出与脚手架相关的危害 • 经过培训之后,他们要确认他们要用的 脚手架是经过检查,认可而且挂上了标签的
• 必须遵守工地上的其它安全规则和/或
安全规章.
脚手架相关人员的职责
脚手架工的职责: •脚手架工有责任搭建,改建和拆除所有的脚手架 •脚手架工可以经过培训并且被指定为脚手架检 查工,来对以前批准使用的脚手架进行每周一次 的例行检查.
大横杆垂直间距 大横杆之间的垂直距离
大横杆垂 直间距
简单的脚手架组件
1米
正确的梯子放置
1:4
4米
高4米
：
距墙1米
1米
简单的脚手架组件
立杆间距
立杆之间的水平距离
立杆间距
简单的脚手架组件
从结实平整的基础开始 • 可能是搭建脚手架最重要的一步 • 检查工作区域，整平场地表面 • 有结实平整的基础，省时省力，并且这 对脚手架稳定非常重要
脚手架相关人员的职责
脚手架工的职责:
•必须按照当前工地上的脚手架设计,搭建和拆除标准 和程序来施工
• 确定载荷等级,并且在绿色脚手架标签上注明
脚手架相关人员的职责
脚手架检查工的职责: • 执行每周一次的脚手架检查 • 如果脚手架符合检查标准,检查工应在 绿色 标签上签字, 允许继续使用该脚手架 •如果脚手架不符合检查标准,检查工应摘掉绿色 标签, 挂 上红色,并通知现场工头/监督
•
脚手架的基本组件和定义
• 如何去计划搭建脚手架
•脚手架的申请和批准过程 •脚手架的检验和标签程序
课程目标（续…
实践操作练习 根据课堂上学到的知识，以小组为单 位实际拆除和搭建脚手架
所需工具和设备: 安全带，安全帽，安全鞋，手套，扳手，卷 尺，水平仪。
课程目标（续…
工地上唯一能对脚手架进行搭建和维修的 人将是成功完成脚手架课程的人员. 我们会给合格的架子工发放特殊的工作牌 和安全帽标签
立杆
简单的脚手架组件
大横杆
将立杆连接在一起的钢管
大横杆
简单的脚手架组件
小横杆 与大横杆垂直将立杆连接在一起 的水平钢管
小横杆
简单的脚手架组件
• 支撑工作平台的小横杆必须放在大横
杆的上面
• 假如将小横杆放在大横杆下面,如果一 个扣件坏了,可能导致工作平台倒塌,可 能导致人员伤亡.
简单的脚手架组件
垂直向上
简单的脚手架组件
踢脚板
垂直放置的长条木板,用来将工具,设 备和原料放置在工作平台上.
踢脚板
简单的脚手架组件
连接
将脚手架连到固定的钢结构上, 防止脚手架倒塌的一种方法.
简单的脚手架组件
正确!!!
不正确!!!
确定下面是什么 !!!
人孔盖
街道
C
回填 下水道
不正确
简单的脚手架组件
木垫板
放置在立杆下面将载荷压力散开的长条 板或几块木板
简单的脚手架组件
木垫板
• 永远放在平整的地面上
• 尽量选取长条木板来使每个木垫板上有不止 一个立杆
• 木垫板必须有足够的强度和厚度来支撑脚手 架极其载荷的重量 • 永远在其上面放置垫座钢板
JERP-PACKAGE 2A建筑工 地上常见的脚手架有以下几 种类型:
焊管框式脚手架
配有防护挡板的 脚手架
井式脚手 架
单排架
悬臂式脚手架
与钢结构相连接的脚手架
井字结构 连接
宽底支撑式脚手架
人字支撑式脚手架
相关术语
与脚手架相关的“人“的一些术语 • 完成这门课之后，你们就被认为是“有能力 的人” . • 你们会被我们认为是有资格去识别脚手架及 其工作区域和相关工作活动中的危害.
相关术语
有能力的人-
• 是一个经过培训的人,他有能力
识别与脚手架相关的周围工作环境 中的危险
• 被授权可以立即采取措施去消除危险或改正
错误
相关术 语
脚手架使用者:
• 需要用脚手架去工作的人
脚手架工:
• 经过培训达到一定水平,
并且被批准可以去搭建和
拆除脚手架的人.
相关术 语
脚手架检查工:
经过培训达到一定水平,并且被指定去检查 脚手架来找出脚手架的缺陷, 例如; • 缺少元件 • 结构损毁
防滑卡扣
脚手架斜撑 小横杆
简单的脚手架组件
工作平台
木板搭起来的区Leabharlann ,用作通道和/或 工作区域,上面有踢脚板和栏杆.
工作平台
简单的脚手架组件
防护栏杆
防止脚手架使用者从工作平台上摔下来 的水平钢管，防护栏杆分为顶部栏杆和 中栏杆，顶部栏杆高度为0.95-1.15米 之间，中栏杆一半高。
防护栏杆