3[3]King,A.,Staffieri,A.,＆ Adelgais,A.Mutual peer tutoring:Effects of structuring tutorial interaction to scaffold peer learning[J].Journal of Educational Psychology,1998,(90).
4[4]King,A.Structuring Peer Interaction to Promote High-level Cognitive Processing[J].Theory into Practice,2002,(41).
5[5]Xun Ge＆Susan M.Land.Scaffolding Students' Problem-Solving Processes in an ill-Structured Task Using Question Prompts and Peer Interaction[J].Educational Technology,Research and Development,2003,(51).
3Alexopoulou, E., & Driver,R. Small-group discussion in physics:Peer interaction modes in pairs mad fours. Journal of Research in Science Teaching, 1996,33 (10) : 1099 - 1114.
4Pirolli, P , & Reeker, M. Learning strategies and transfer in the domain of programming. Cognition and Instruction, 1994, 12 ( 3 ) :235 - 275.
5Kneser, C , & Ploetzner, R. Collaboration on the basis of complementary.domain knowledge:Observed dialogue structures and their relatioh to learning success. Learning and Instruction, 2001,11:53-83 .
6Stasser, G ,Taylor, L A , & Hanna, C. Information sampling in structured mad unstructured discussions of three-and six-person groups.Journal of Personality and Social Psychology, 1989,57( 1 ) :67 - 78.
7Anderson, J R. The architecture of cognition. Cambridge, MA:Harvard University press, 1983.
8Lave, Jean, & Wenger, Etienne. Situated learning: Legitimate peripheral articipation ( Learning in doing: Social, cognitive and computational perspectives ). Cambridge: Cambridge University Press,1991.
9Palincsar, A S. Perspectives on teaching and learning. Annua Review of Psychology, 1998,49 : 345 - 375.
10Fiore, S M. Problem space and problem solving failure: Cognitive mechanisms in the explanation of process loss in group problem solving, doctoral dissertation, university of Pittsburgh, Pittsburgh:PA, 2000.
