固执已见
发表于 2025-3-21 17:47:03
书目名称Computer-Supported Collaborative Chinese Second Language Learning影响因子(影响力)<br> http://impactfactor.cn/2024/if/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning影响因子(影响力)学科排名<br> http://impactfactor.cn/2024/ifr/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning网络公开度<br> http://impactfactor.cn/2024/at/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning网络公开度学科排名<br> http://impactfactor.cn/2024/atr/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning被引频次<br> http://impactfactor.cn/2024/tc/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning被引频次学科排名<br> http://impactfactor.cn/2024/tcr/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning年度引用<br> http://impactfactor.cn/2024/ii/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning年度引用学科排名<br> http://impactfactor.cn/2024/iir/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning读者反馈<br> http://impactfactor.cn/2024/5y/?ISSN=BK0234500<br><br> <br><br>书目名称Computer-Supported Collaborative Chinese Second Language Learning读者反馈学科排名<br> http://impactfactor.cn/2024/5yr/?ISSN=BK0234500<br><br> <br><br>
偏见
发表于 2025-3-21 22:17:53
Mutual Benefits of Face-to-Face and Online Interactionsg this quantitative information, the microanalysis of interaction provides references for understanding in what kinds of situation a representational tool could be used by participants (both students in small groups and their teacher) for facilitating group understanding development in a Chinese as second-language learning classroom.
exercise
发表于 2025-3-22 00:32:30
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beta-carotene
发表于 2025-3-22 07:59:06
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arrogant
发表于 2025-3-22 09:56:55
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Prologue
发表于 2025-3-22 14:36:20
Computer-Supported Collaborative L2 Learningof technology can change depending on the users’ background and contexts. The chapter explains the necessity and possibility of a close analysis of how users (including both teachers and students) appropriate a representational tool for collaborative knowledge construction.
Prologue
发表于 2025-3-22 18:21:46
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高度
发表于 2025-3-22 23:45:42
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Substitution
发表于 2025-3-23 04:55:24
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场所
发表于 2025-3-23 06:37:34
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