| 圖書| 1. | Griffith, B.(2007)。A philosophy of curriculum: The cautionary tale of simultaneous languages in a decentered world。Rotterdam：Sense Publishers。   | | 2. | Giroux, H. A.(1988)。Teacher as Intellectuals: Toward A Critical Pedagogy of Learning。Bergin & Garvey。 | | 3. | 林進材(2018)。新教學原理。臺北市：五南。 延伸查詢 | | 4. | Arends, R. I.(2014)。Learning to teach。New York, NY：McGrow-Hill。 | | 5. | Borich, G. D.(2014)。Effective teaching methods: Research-based practice。Pearson Education。 | | 6. | Cuban, Larry(2016)。Teaching history then and now: A story of stability and change in schools。Harvard Education Press。 | 其他| 1. | 教育部(2013)。活化教學適性輔導--成就每一個孩子，http://www.edu.tw/pages/detail.aspx?Node=1088&Page=19620&wid=ddc91d2b-ace4-4e00-9531-fc7f63364719&Index=1。 | | 2. | 宋佩芬(20170900)。從美國歷史教學變遷看教育改革：評《歷史教學的今昔：學校穩定與改變的故事》。 延伸查詢 | 圖書論文| 1. | Hatano, G.、Inagaki, K.(1991)。Sharing cognition through collective comprehension activity。Perspectives on socially shared cognition。Washington, DC：American Psychological Association。 | | 2. | Popkewitz, T. S.(2003)。Governing the child and pedagogicalization of the parent: A historical excursus into the present。Governing children, families and education。New York：Palgrave Macmillan。 | | 3. | Grossman, P. L.、Wilson, S. M.、Shulman, L. S.(1989)。Teachers of substance: Subject matter knowledge for teaching。Knowledge base for the beginning teacher。Pergamon Press。 | | 4. | 林進材、林香河(2012)。實施十二年國教的理想教學圖像。十二年國教：改革、問題與期許。臺北市：五南。 延伸查詢 | | 5. | Wilson, S. M.、Shulman, L. S.、Richart, A. E.(1987)。150 different ways of knowing: Representations of knowledge in teaching。Exploring teachers' thinking。London：Cassell。 | |