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L.(1982)。The theory of fluid and crystallized intelligence in relation to concepts of cognitive psychology and aging in adulthood。Aging and cognitive processes。New York:Plenum。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 3. | Schaie, K. W.(1996)。Intellectual development in adulthood。Handbook of the psychology of aging。Academic Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 4. | 黃富順(1995)。成人教育學術領域的發展。成人教育專業化。臺北:正中書局。 延伸查詢![new window](/gs32/images/newin.png) | 5. | 朱則剛(20020000)。建構主義知識論對教學與教學研究的意義。建構論:理論基礎與教育應用。臺北:正中。 延伸查詢![new window](/gs32/images/newin.png) | 6. | 吳慧珠、李長燦(2003)。Vygotsky社會認知法展理論與教學應用。學習與教學新趨勢。台北:心理。 延伸查詢![new window](/gs32/images/newin.png) | 7. | 莊璧菁(1999)。成人教學策略。有效的成人教學。台北:師大書苑。 延伸查詢![new window](/gs32/images/newin.png) | 8. | 詹楝樑(1999)。成人教學法探討。有效的成人教學。台北:師大書苑。 延伸查詢![new window](/gs32/images/newin.png) | 9. | Dixon, R. A.、Baltes, P. B.(1986)。Toward life-span research on the functions and pragmatics of intelligence。Practical intelligence: Nature and origins of competence in the everyday world。New York:Cambridge University Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 10. | Gavelek, J. R.(1986)。The social contexts of literacy and schooling: A developmental perspective。The Contexts of School Based Literacy。New York:Random House。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 11. | Hatano, G.(1993)。Time to merge Vygotskian and constructivist conceptions of knowledge acquisition。Contexts for Learning: Sociocultural Dynamics in Children’s Development。New York:Oxford University Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 12. | Hedegaard, M.(1990)。The zone of proximal development as basis for instruction。Vygotsky and Education: Instructional Implications and Applications of Socio-historical Psychology。Cambridge:New York:Cambridge University Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 13. | Horn, J. L.、Donaldson, G.(1980)。Cognitive development in adulthood。Constancy and change in human development。Cambridge, Mass.:Harvard University Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 14. | Minick, N.(1987)。Implications of Vygotsky's theories for dynamic assessment。Dynamic Assessment: As interactional approach to evaluating learning potential。New York:Gilford。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 15. | Moll, L. C.(1990)。[Vygotsky and education: Instructional implications and applications of socio-historical Psychology] Introduction。Vygotsky and education: Instructional implications and applications of socio-historical Psychology。Cambridge:Cambridge University Press。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 16. | Wertsch, J. 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S.(1981)。The genesis of higher mental functions。The concept of activity in soviet psychology。Armonk, NY:Sharpe。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 21. | Horn, J. L.(1985)。Remodeling old models of intelligence。Handbook of intelligence: Theories, measurements, and applications。New York:Wiley。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 22. | 朱則剛(19940000)。建構主義知識論的起源與近代哲學知識論的趨勢。教育工學的發展與派典演化。臺北:師大書苑。 延伸查詢![new window](/gs32/images/newin.png) | 23. | Von Glasersfeld, E.(1995)。A constructivist approach to teaching。Constructivism in Education。Hillsdale, NJ:Lawrence Erlbaum Associates。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 24. | Gergen, K. J.(1995)。Social construction and the educational process。Constructivism in education。Lawrence Erlbaum Associates。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 25. | Mezirow, J.(1997)。Transformative learning: Theory to practice。Transformative learning in action: Insights from practice。San Francisco:Jossey-Bass。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | |
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