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M.(2014)。Developments in classroom-based talk。International Journal of Educational Research,63,63-68。 | 24. | Herbel-Eisenmann, B.、Drake, C.、Cirillo, M.(2009)。"Muddying the clear waters": Teachers' take-up of the linguistic idea of revoicing。Teaching and Teacher Education,25,268-277。 | 25. | Howe, C.(2013)。Scaffolding in context: Peer interaction and abstract learning。Learning, Culture and Social Interaction,2,3-10。 | 26. | Howe, C.、Abedin, M.(2013)。Classroom dialogue: A systematic review across four decades of research。Cambridge Journal of Education,43,325-356。 | 27. | Mercer, N.、Dawes, L.(2014)。The study of talk between teachers and students, from the 1970s until the 2010s。Oxford Review of Education,40,430-445。 | 28. | Panselinas, G.、Komis, V.(2009)。"Scaffolding" through talk in groupwork learning。Thinking Skills and Creativity,4,86-103。 | 29. | Reinsvold, L. A.、Cochran, K. F.(2012)。Power dynamics and questioning in elementary science classrooms。Journal of Science Teacher Education,23,745-768。 | 30. | Saye, J. W.、Brush, T.(2004)。Scaffolding problem-based teaching in a traditional social studies classroom。Theory & Research in Social Education,32,349-378。 | 31. | Tabak, I.(2004)。Synergy: A complement to emerging patterns of distributed scaffolding。The Journal of the Learning Sciences,13(3),305-335。 | 32. | Tabak, I.、Baumgartner, E.(2004)。The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding。Cognition and Instruction,22,393-429。 | 33. | Twiner, A.、Littleton, K.、Coffin, C.、Whitelock, D.(2014)。Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue。International Journal of Educational Research,63,94-106。 | 34. | Vacca, J. S.(2008)。Using scaffolding techniques to teach a social studies lesson about buddha to sixth graders。Journal of Adolescent & Adult Literacy,51,652-658。 | 35. | Van de Pol, J.、Elbers, E.(2013)。Scaffolding student learning: A micro-analysis of teacher-student interaction。Learning, Culture and Social Interaction,2(1),32-41。 | 36. | Yifat, R.、Zadunaisky-Ehrlich, S.(2008)。Teachers' talk in preschools during circle time: The case of revoicing。Journal of Research in Childhood Education,23,211-226。 | 37. | Kop, R.、Hill, A.(2008)。Connectivism: Learning theory of the future or vestige of the past?。The International Review of Research in Open and Distributed Learning,9(3),1-13。 | 圖書1. | Cazden, Courtney B.(2001)。Classroom discourse: The language of teaching and learning。Heinemann。 | 2. | Gee, J. P.(2014)。An introduction to discourse analysis: Theory and method。Routledge。 | 3. | Newman, Denis、Griffin, Peg、Cole, Michael(1989)。The Construction Zone: Working for Cognitive Change in School。Cambridge University Press。 | 4. | 王煥琛、柯華葳(1999)。青少年心理學。台北:心理。 延伸查詢 | 5. | Tang, M.、Karunanithi, A. T.(2018)。Advanced concept maps in STEM education: Emerging research and opportunities。Hershey, PA:Information Science Reference。 | 6. | Torres, P. L.、Marriott, R. C. V.(2010)。Handbook of research on collaborative learning using concept mapping。Hershey, PA:Information Science Reference。 | 7. | Mayer, Richard E.、林清山(1997)。教育心理學--認知取向。臺北:遠流。 延伸查詢 | 8. | Erickson, H. Lynn、Lanning, Lois A.、French, Rachel、劉恆昌(2018)。創造思考的教室--概念為本的課程與教學。心理。 延伸查詢 | 9. | 佐藤學、黃郁倫(2014)。學習革命的願景:學習共同體的設計與的實踐。天下。 延伸查詢 | 圖書論文1. | Hannafin, M.、Land, S.、Oliver, K.(1999)。Open learning environments: Foundations, methods, and models。Instructional-design theories and models: A new paradigm of instructional theory。Mahwah, NJ:Lawrence Erlbaum Associates。 | 2. | O'Connor, M. C.、Michaels, S.(1996)。Shifting participant frameworks: orchestrating thinking practices in group discussion。Discourse, learning, and schooling。Cambridge University Press。 | 3. | Reiser, B. J.、Tabak, I.、Sandoval, W. A.、Smith, B. K.、Steinmuller, F.、Leone, A. J.(2001)。BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms。Cognition and instruction: Twenty-five years of progress。Mahwah, NJ:Lawrence Erlbaum Associates Publishers。 | |