A study on teachers' classroom discourse strategies from the perspective of complex dynamic systems theory: lag sequential analysis based on pragmatic annotation and mental state transition.
- DOI
- 10.3389/fpsyg.2026.1924971
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1924971,
title = {A study on teachers' classroom discourse strategies from the perspective of complex dynamic systems theory: lag sequential analysis based on pragmatic annotation and mental state transition.},
author = {Wang J and Wen L},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1924971},
url = {https://doi.org/10.3389/fpsyg.2026.1924971}
}RIS
TY - JOUR TI - A study on teachers' classroom discourse strategies from the perspective of complex dynamic systems theory: lag sequential analysis based on pragmatic annotation and mental state transition. AU - Wang J AU - Wen L PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1924971 UR - https://doi.org/10.3389/fpsyg.2026.1924971 ER -
APA
J, W., & L, W. (2026). A study on teachers' classroom discourse strategies from the perspective of complex dynamic systems theory: lag sequential analysis based on pragmatic annotation and mental state transition.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1924971