这是我最近在Unipus学习的网课中最不满意的一次，我觉得Lantolf教授没有贡献比他PPT更多的内容，反而说了很长的时间，学习的效率很低。可能网课虽然有很多好处，但是也有一个局限是不能当面去和讲者交流，以致听完课反而有很多疑惑。
不过也给我提供一个去自己多看书了解社会文化理论的契机。

讲座中mediation and Dynamic assessment 对我启发特别大。让我不由思考该如何在教学环节中作出适当的设计及展开跟踪研究。 追评

Gains： It’s the first time to learn this theory, which is completely new to me.
1. Language is more than its meaning, and it is the tool of tools. Our teachers make use of this tool to play a role of mediator in the classroom.
2. CBLI focuses on the teaching-learning process rather than teacher-based.
3. Moreover, its assessment is a dynamic process instead of a static process. We attach more importance to the future of students, not the scores.
4. It’s necessary to know how to mediate in the classroom. We just narrow down the location of the errors, but we won’t tell the students what is the error.
Problems: 1. In a big class of more than 40 students, how to conduct CBLI? Or is CBLI only suitable for small classes?
2. What kind of courses can be applied such theory?
Suggestions: In the lecture, the videos displayed are all in the foreign classes. Is there any practice of such teaching mode in China?

Lantolf 教授的讲座深入浅出，信息量大，非常棒！收获主要是加深了社会文化理论中的几个基本概念的理解，如mediation，ZPD 和 dynamic assessment. 讲座中提到的SCOBA 和DA，对改进外语教学，特别是师生互动的方式方法应该具有指导意义。比较困惑的是：SCOBA 似乎涉及到教师向学习者解释语言运用的原因或者理由，即给出概念的可视化表征，但语言本身的任意性决定了有些语言运用的原因似乎根本无法可视化。 第二个困惑就是scaffolding 和mediation 的区别。这两个概念感觉在实际的应用研究中只是命名上的差别。如果教师也是根据学习者的实际表现分等级给出支架，促成学习者完成学习任务，那跟mediation 实际上也没有什么区别。最后就是对实际教学中教师应在什么时候、针对谁、给出什么样的调节更加困惑了。