英语翻译“He is the phone at the moment” appeared.)OK,we tried hi

英语翻译
“He is the phone at the moment” appeared.)OK,we tried him but the Phone’s engaged,what do you think?
Amy:Is he on the phone with the production manager?
Facilitator:He’s on the phone with somebody right,Probably with the production manager.Should we talk to the Production worker?
Kim:Boy we might’ve been blown up wouldn’t we (laugh)
Facilitator:OK,you tell me what you want to do.
Dean:Go and have walk down the factory…have a look
Facilitator:You (looking at other students) want to go and have a look at factory,have a look and see what’s going on?
This conversation revealed how the students were engaged in the problem to try to find information about what was happening .They were co-constructing the learning environment with the help of the facilitator This behaviour is consistent with Bereiter and Scardamalia (Bereiter,2002 ;Bereiter & Scardamalia,1996;Scardamalia,2002) who argue that learners learn in an environment that emphasizes dynamic interaction Another example of students engaged in the activity is as follows:
Facilitator:what are you going to do?
Bob:We must try to find appropriate ways to improve the situation.
Tom:Let’s try to make negotiations with them.
Renee:Yeah,like getting smaller size bottles so we actually can send the orders and say listen this is what’s available at the moment due to the shortage we would have put that in to make up the upset of production.
This conversation provides evidence that students were engaged in the problem and were working collaboratively making decisions as to how to inform the client about the crisis that had just happened.Constraint by the implied rules,they gave their opinions and respect others’ opinions.The classmates and the facilitator as the community provided the dynamic interaction in the environment while the software developer helped navigate the simulation to provide students with the exact view of the environment.

“他是在电话时刻”出现了.）确定,我们尝试,但他的电话的参与,你认为如何?
艾米：他是通过电话与生产经理吗?
主持人：他在电话上与别人的权利,也许与生产部经理.如果我们谈论的生产工人?
金：我们可能男孩已被炸毁,我们不会（笑）
主持人：好的,你能告诉我你想做的事情.
迪安：围棋,并走在工厂...看看
主持人：您（寻找其它学生）想去看看工厂,看看,看看这是怎么回事?
这次谈话透露的学生参与的问题,试图找到有关所发生的事情.他们共同构建良好的学习环境的帮助下,调解人这种行为是一致的伯雷特和斯卡达玛丽亚（伯雷特,2002年;伯雷特＆斯卡达玛丽亚,1996年;斯卡达玛丽亚,2002年）谁认为学习者学习的环境中,强调动态的相互作用的另一个例子是学生参与的活动如下：
主持人：你会怎样做?
鲍勃：我们必须设法找到适当的方法来改善这种状况.
汤姆：让我们尽量与他们谈判.
蕾妮：是的,像越来越小规模瓶,所以我们实际上可以发送的命令,说听这是什么可此刻由于缺乏我们将提出,在以弥补底价生产.
这次谈话提供的证据表明,学生参与的问题,并积极开展合作决策,如何通知客户端的危机,刚刚发生.约束的隐含规则,他们给他们的意见和尊重他人的意见.在同学和调解人的社会提供了动力相互作用的环境,而软件开发商帮助导航模拟为学生提供确切鉴于环境.