菜单导航

基于学习策略与教学策略改进的视角

作者: 酷学中国网 发布时间: 2020年07月26日 21:38:45

纪德奎. (2011). 新课改十年:争鸣与反思——兼论新课改如何穿新鞋走出老路. 课程·教材·教法,31(3),18-24
胡咏梅, 唐一鹏. (2018). 学习策略与教学策略哪个更重要?. 北京师范大学学报(社会科学版),(3),35-46
胡咏梅, 唐一鹏. (2018). 公共政策或项目的因果效应评估方法及其应用. 华中师范大学学报(人文社会科学版),57(3),168-181
王蕾, 佟威. (2015). 能力考查:PISA命题对高考命题的启示. 清华大学教育研究,36(6),93-98
杨钋, 徐颖. (2017). 数字鸿沟与家庭教育投资不平等. 北京大学教育评论,15(4),126-154
杨振宇, 张程. (2016). 城乡迁移对农村籍父母教育观念与行为的影响. 清华大学教育研究,37(4),71-82
张民选, 陆璟, 占胜利, 朱小虎, 王婷婷. (2011). 专业视野中的PISA. 教育研究,32(6),3-10
张文静, 辛涛. (2012). 阅读投入对阅读素养影响的跨文化比较研究——以PISA 2009为例. 心理发展与教育,28(2),175-183
张亚星. (2018). 自主·合作·探究:学生学习方式的转变. 华东师范大学学报(教育科学版),36(1),22-28
周达, 杜宵丰, & 刘坚. (2017). 我国东、中、西部地区四年级学生数学学业表现的现状分析. 上海教育科研,(4),47-50
Blackwell, M., Iacus, S. M., Ki ng, G., et al (2009). CEM: Coarsened exact matching in Stata. Stata Journal, 9(4), 524-546
C ai, Y. Y., & Zhu, X. H (2017). Learning strategies and reading literacy among Chinese and Finnish adolescents: evidence of suppression. Educational Psychology, 37(2), 192-204
Caroa, D. H., Lenkeita, J., & Kyriakides, L (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30-41
Ch iu, M. M., Ch ow, B.W.Y., & Mcbride-Chang, C (2015). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Differences, 17(4), 344-365
Corderoa, J. M., & Gil-Izquierdob, M (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313-1331
Iacus, S. M., Ki ng, G., & Porro, G (2012). Causal inference without balance checking: Coarsened exact matching. Political Analysis, 20(1), 1-24
K im, J. S (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6(1), 7-19
Leopold, C., & Leutner, D (2015). Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition and Learning, 10(1), 1-34
Pe ng, P., Barnes, M., Wa ng, C. C., Swanson, H. L., Dardick, W., L i, S., et al (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y.H (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International University Press.
Nisbet, J., & Shucksmith, J. (1986). Learning Strategies. London: Routledge.
Sulis, I., & Porcu, M (2015). Assessing divergences in mathematics and reading achievement in Italian primary schools: A proposal of adjusted indicators of school effectiveness. Social Indicators Research, 122(2), 607-634