Putting Students on the Path to Learning The Case for Fully Guided Instruction
Putting Students on the Path to Learning The Case for Fully Guided Instruction
出处
《基础教育外语教学研究》
2016年第7期37-46,共10页
Foreign Language Teaching & Research in Basic Education
参考文献60
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1David P. Ausubel, "Some Psychological and Educational Limitations of learning by discovery." The Arithmetic Teacher 11 (1964): 290-302.
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2Robert C. Craig, "Directed versus Independent Discovery of Estabhshed Relations," Jotrnal of educational Psychology 47, no. 4 (1956): 223-234.
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3Richard E. Mayer, "Should There Be a Three-Strikes Rule against Pure Discovery Learning? The Case for Guided Methods of Instruction," A merican Psychologist 59, no. 1 (2004): 14-19.
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4Lee S. Shulman and Evan R. Keislar, eds., Learning by Discovery: A Critical Appraisal (Chicago: Rand McNally, 1966).
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5See, for example, Jerome S. Bruner, "The Art of Discovery," Harvard Educational Review 31 (1961): 21 -32.
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6Seymour Papert. Mindstorms: Children, Computers, and PoweoCul Ideas (New York: Basic Books, 1980).
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7Leslie P. Steffe and Jerry Gale, eds., Constructivism in Education (Hillsdale, N J: Lawrence Erlbaum Associates, 1995).
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8See, for example, Lee J. Cronbaeh and Richard E. Snow, Aptitudes and Instructional Methods: A Handbook for Research on Interactions (New York: Irvington, 1977).
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9David Klahr and Milena Nigam, "The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning," Psychological Science 15(2004): 661-667.
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10Mayer, "Three-Strikes Rule"; Shulman and Keislar, Learning by Discovery; and John Sweller, "Evolution of Human Cognitive Architecture," in The Psychology of Learning and Motivation, ed. Brian Ross, vol. 43 (San Diego: Academic, 2003), 215-266.
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