This work was supported by the Ministry of Education of China and China Mobile [grant number MCM20170502]; National Natural Science Foundation of China [grant numbers 71603098, 71704062, and 71974073]; and Research Funds for Central Universities of China [grant number 2019YBZZ040].
机构署名：
本校为第一机构
院系归属：
教育信息技术学院
摘要：
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations. Based on the developed categories, the study examined the gestures of six teachers (three novic...
