数学学习环境研究综述
|
摘要
本文主要根据有关数学学习环境及数学学习环境实证的文献材料,对什么是学习环境、什么是数学学习环境、数学学习环境的构建以及数学学习环境在数学学习活动中做法设置的不同做一介绍。针对素质教育要求下中小学数学课程改革要求、课堂教学任务和教师实际需要,提高课程教学效果;另一方面在缺乏系统理论探讨、实证研究零散、针对教学实际不足等问题,从多重视角对数学学习环境理论研究的各种新成果、新动向进行研究综述。
本文系统论述了现今对数学学习环境尤其是西方学术界对数学学习环境理论研究所给予的高度关注进行的研究。为了对新课程理念下的数学学习环境进行行之有效的研究,继承和发扬传统数学观下的数学课堂教学的先进经验,改变其中不合理的因素,本文共分为四个部分:
本文第一部分系统介绍了学习环境以及数学学习环境研究的涵义;第二部分介绍了数学学习环境研究的历史演变,并分析了数学学习环境对数学学习的影响,揭示出学习环境的选择对提高数学教学效果的重要性;第三部分详细地论述了国内外对数学学习环境的具体研究,包括研究者们对数学学习环境构建的长期探索。基于案例的推理与学习,从真实的问题解决情境中的有效策略的探讨入手,分析了各种理论在数学学习环境设计实践中的意义;第四部分通过对国内外关于数学学习环境的实证研究与正在被开发和研究的很多数学学习环境提供了案例并加以分析,证实其教育实践的有效性,为我国对数学学习环境的理论及实证研究提供了设想。
This text mainly according to the set up of the relevant mathematics learning environment and the cultural heritage material of the substantial evidence, to what is learning environment, what is mathematics learning environment, the construction of mathematics learning environment and introduce the way of doing constitution of the dissimilarity in mathematics study activity. Aim at the primary and junior high school mathematics course reform request, the classroom teaching mission and teacher's effective demand under the education for all-round development request, raise course teaching result; On the other hand Be lacking the system theories study, substantial evidence to study zero spread, aim at a physically not enough etc. problem of teaching, from value the Cape logarithms more to learn various new result, new trend that the environment theories study to carry on studying an overview.
This text system's discussing present logarithms to learning environment is the particularly western academic circles logarithms learns the environment theories research give of the deep concern carry on of research. For the sake of to under new course principle of mathematics the learning environment carry on go of valid research, inherit and develop under traditional mathematics view of the advanced experience of mathematics classroom teaching, change not reasonable factor among them, this text is divided into four parts totally:
This first part system introduced the connotation of the learning environment and mathematics learning environment research; The second part introduced the research of the history of mathematics learning environment, and analyzed mathematics learning environment logarithms to learn the influence of the study, announce to public the importance of choice to the exaltation mathematics teaching result of a learning environment; The third part discussed domestic and international logarithms to learn environment in detail of concrete research, include the researchers logarithms to learn the long-term quest that the environment set up, the reason logically with the study according to the case example, from the true of the problem resolve the study of the valid strategy in the scenario to commence, analyzing various theories to study the meaning in the environment design fulfillment in mathematics; The forth part cent passes to the domestic and international substantial evidence research concerning mathematics learning environment is being develop the research of much mathematics study the environment provided the case example and take into analytical, confirm it educates the usefulness of the fulfillment, the logarithms learning environment of the theories and the substantial evidence research provided to conceive for our country.
本文系统论述了现今对数学学习环境尤其是西方学术界对数学学习环境理论研究所给予的高度关注进行的研究。为了对新课程理念下的数学学习环境进行行之有效的研究,继承和发扬传统数学观下的数学课堂教学的先进经验,改变其中不合理的因素,本文共分为四个部分:
本文第一部分系统介绍了学习环境以及数学学习环境研究的涵义;第二部分介绍了数学学习环境研究的历史演变,并分析了数学学习环境对数学学习的影响,揭示出学习环境的选择对提高数学教学效果的重要性;第三部分详细地论述了国内外对数学学习环境的具体研究,包括研究者们对数学学习环境构建的长期探索。基于案例的推理与学习,从真实的问题解决情境中的有效策略的探讨入手,分析了各种理论在数学学习环境设计实践中的意义;第四部分通过对国内外关于数学学习环境的实证研究与正在被开发和研究的很多数学学习环境提供了案例并加以分析,证实其教育实践的有效性,为我国对数学学习环境的理论及实证研究提供了设想。
This text mainly according to the set up of the relevant mathematics learning environment and the cultural heritage material of the substantial evidence, to what is learning environment, what is mathematics learning environment, the construction of mathematics learning environment and introduce the way of doing constitution of the dissimilarity in mathematics study activity. Aim at the primary and junior high school mathematics course reform request, the classroom teaching mission and teacher's effective demand under the education for all-round development request, raise course teaching result; On the other hand Be lacking the system theories study, substantial evidence to study zero spread, aim at a physically not enough etc. problem of teaching, from value the Cape logarithms more to learn various new result, new trend that the environment theories study to carry on studying an overview.
This text system's discussing present logarithms to learning environment is the particularly western academic circles logarithms learns the environment theories research give of the deep concern carry on of research. For the sake of to under new course principle of mathematics the learning environment carry on go of valid research, inherit and develop under traditional mathematics view of the advanced experience of mathematics classroom teaching, change not reasonable factor among them, this text is divided into four parts totally:
This first part system introduced the connotation of the learning environment and mathematics learning environment research; The second part introduced the research of the history of mathematics learning environment, and analyzed mathematics learning environment logarithms to learn the influence of the study, announce to public the importance of choice to the exaltation mathematics teaching result of a learning environment; The third part discussed domestic and international logarithms to learn environment in detail of concrete research, include the researchers logarithms to learn the long-term quest that the environment set up, the reason logically with the study according to the case example, from the true of the problem resolve the study of the valid strategy in the scenario to commence, analyzing various theories to study the meaning in the environment design fulfillment in mathematics; The forth part cent passes to the domestic and international substantial evidence research concerning mathematics learning environment is being develop the research of much mathematics study the environment provided the case example and take into analytical, confirm it educates the usefulness of the fulfillment, the logarithms learning environment of the theories and the substantial evidence research provided to conceive for our country.
引文
[1]David H Jonassen 主编,郑太年、任友群译.学习环境的理论基础[M].上海:华东师范大学出版社,2002. 1.
[2]蔡金法.中美学生数学学习的系列实证研究[M].北京:教育科学出版社,2007.256.
[3]郑葳.学习共同体[M].北京:教育科学出版社,2007.27.
[3]Priscilla Norton & Karin M. Wiburg 著.吴洪健、倪男奇译. 信息技术与教学创新[M].北京:中国轻工业出版社.2002(7):34-37.
[4]盛群力,李志强.现代教学设计论[M].浙江大学教育系教学设计研究中心.1998.26-27.
[5]Leigh Chiarelott 著,杨明全译.情境中的课程-课程与教学设计[M].北京.中国轻工业出版社.2007.122-123.
[6]David H Jonassen 主编,郑太年、任友群译.学习环境的理论基础[M].上海:华东师范大学出版社,2002. 5-7.
[7]胡春燕.新课程理念下的数学学习环境研究[D]:[硕士学位论文].重庆:重庆师范大学数学与计算机科学学院.2004.
[8]王丽.试论数学“再创造”课堂学习环境的创设[D]:[硕士学位论文].苏州:苏州大学.2004.
[9]王光生. 信息技术环境下数学问题解决教学设计研究[D]:[博士学位论文].北京:北京师范大学.2007.
[10]谈悦华.创建平等的数学学习环境[J].中等职业教育.2006(14):40-43.
[11]吴伟莉.运用计算机网络构建数学学习环境[J].教师专业化发展模式.2006(3):29.
[12]王光生.信息技术环境下数学问题解决教学设计研究[D]:[博士学位论文]北京:北京师范大学.2007.
[13]郑葳.学习共同体[M].北京:教育科学出版社,2007.148-150.
[14]美国温特尔大学认知与技术小组著,王文静、乔连全等译:美国课程与教学案例透视——贾斯珀系列[M].上海.华东师范大学出版社,2002.35-78.
[15]王文静.贾斯珀系列概览——建构主义教学模式案例研究[J].全球教育展望. 2001(1):30.
[16]张绍文.基于建构主义的学习环境论——突显学习的建构性和情境性的研究[D]:[硕士学位论文].上海:华东师范大学.2006.
[17]孔企平.“学生投入”的概念内涵与结构[J].外国教育资料.2000. 2.
[18]季素月.创新意识的培养与数学学习环境的重建[J].数学教育学报.2001. 4.
[19]马复.设计合理的数学教学[M].北京:高等教育出版社.2003.188-191.
[20]马明著.马明数学教育文集.北京:首都师范大学.1994.
[21]G·波利亚著,涂泓等译.怎样解题[M].上海科技教育出版社.2002.6-11.
[22]聂必凯,汪秉彝,吕传汉.关于学生问题提出的若干思考[J].数学教育学报.2003.5.
[23]约翰·D·布兰思福特,安·L·布朗,罗德尼·R·科金等编著.人是如何学习的—— 大脑、心理、经验及学校[M].国家学术出版社,1999.
[24]J·莱夫和 E·温格著.情境学习:合法的边缘性参与[M].剑桥大学出版社,1991.
[25]R 麦克考明克,C 帕依科特.学习与知识[M].PCP 和开放大学联合出版,1999.
[26]温特贝尔特大学认知与技术小组(CTGV).贾斯珀项目——对课程、教学、评价和专业发展的反思[M].LEA 出版社,1997.
[27]Petraglia.J. Reality by design: Rhetoric, technology, and the creation of authentic learning environments[J]. Lawrence Erlbaum Associates.1998.55.
[28]Wilson,B.G. What is Constructivist Learning Environment? In Wilson,B.G.(Ed.) Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Eliffs[J].New Jersey: Educational Technology Publications.1996.23-40
[29]Jonassen, D. K. Peck, B. Wilson. Learning With Technology:A Constructivist Perspective[J]. 1999.44-46
[30]E. De Corte ,H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[J]. NATO ASI Series F: Computer and System Sciences, 1994(l):137.
[31]B.Thomas ,J.Saye. Implementation and Evaluation E. De Corte & H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[J]. NATO ASI Series F: Computer and System Sciences, 1994(1):137.
[32]Knirk.F.G.Designing productive learning environments[J].Educational TechnologyPublications. 1979.15-19.
[33]Tan,D.Hung. Beyond Information Pumping: Creating a Constructivist E-Learning Environment [J]. Educational Technolog.2002.17.
[34]Wilson. Metaphors for Instruction: Why We Talk About Learning Environments [J]. Educational Technology.l995.44-47.
[35]Brown,J.S.,Collins,A. ,Duguid,P. Situated Cognition and the Culture of Learning[J]. Educational Researcher,1989.32-42.
[36]Greeno,J.G.,Moore,J.L. Stiuativity and Symbols: Response toVera and Simon[J]. Cognitive Science,1993(17):50.
[37]Brido,E.Reconstructing Educational Psychology: Situated Cognition and Deweyian Pragmatism[J]. Educational Psychologist .1994.29.
[38]Norton.P.When Techology Meets the Subjet-matter Disciplines on Education. Part one: Explaining the Computer as Metaphor[J]. Educational Technology .1992.40.
[39]Greeno.J.G.The Middle School Mathematics Through Applications Projects Group. The Situativity of Knowing ,Learning, and Research[J]. American Psychologist.1998.53(1):14.
[40]Brown.J.S.,Collins.A.,Duguid.P. Situated Cognition and the Culture of Learning[J]. Educational Reseacher .1989.32-42.
[41]Greeno.J.G.,Moore,J.L. Situated and Symbols: Response to Vera and Simon[J]. Cognitive Science.1993.50.
[42]Lave,J.Situated learning in communities of practice.[J]: American Pscyhological Association.1999.24.
[43]Spence, Dianna J.Usher.Ellen L.Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement[J]. Journal of Educational Computing Research; 2007( 37):267-288.
[44]Heid,Kathleen. M. Technology in Mathematics Education: Tapping into Visions of the Future[J].National Council of Teachers of Mathematics; 2005(67):345-366.
[45]E. De Corte,H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[M]. NATO ASI Series F: Computer and System Sciences, 1994.137.
[46]Forgasz,Helen.J.Leder,Gilah.C.Perceptions of the tertiary learning environment: is mathematics worth the effort?[J] International Journal of Mathematical Education in Science & Technology. 2000. 37-42.
[47]S.Whitehead. The aims of education[M].New York:MacMillan.1929.234-256.
[48]Bret A.Taylor,Barry J.Fraser.The Influence of Classroom Environment on High School Students’ Mathematics Anxiety[J]. Annual Meeting of the American Educational Research Association in New Orleans,LA..2003(4):2-8.
[49]Lenda H.Pickett,Barry J.Fraser.The Role of Learning Environment,Achievement,and Student and Teacher Attitudes in a Science Mentoring Program for Beginning Elementary School Teachers[J]. Annual Meeting of the American Educational Research Association in New Orleans,LA.2002(4):38-46.
[50]Debra Allen,Berry J.Fraser.Parent and Student Perceptions of the Classroom Learning Environment and its Influence on Student Outcomes[J].Annual Meeting of the American Educational Research Association in New Orleans,LA.2002(4):7-15.
[51]Shwu-yong L.Huang,Hersholt C.Waxman.Learning Environment Differences Between High-and Low-Achieving Minority Students in Urban Middle Schools[J]. Annual Meeting of the American Educational Research Association.2002(4):8-12.
[52]S.Najike,C.McRobbie,K.Lucas.Learning Science in a High School Learning Environment in Papua New Guinea[J].Australian Association for Research in Education.2002(12):14-23.
[53]David G.Henderson,Darrell L.Fisher,Barry J.Fraser,Learning Environment,Student Attitudes and Effects of Students’Sex and Other Science Study in Environmental Science Classes[J]. Annual Meeting of the American Educational Research Association.1998(4):2-9.
[54]Daniell B.Byrne,John A.Hattie,Barry J.Fraser.Student Perceptions of Preferred Classroom Learning Environment[J].Journal of Educational Research.2001(9):9-17.
[55]Margaret C.Wang,C.Mauritz Lindvall.Individual Differences and School Learning Environment[J].Review of Research in Education.1984(11):161-225.
[51]Susan Bobbitt Nolen.Learning Environment,Motivation,and Achievement in High School Science[J].Journal of Research in Science Teaching.2003(4):347-369.
[56]Catherine E.Loughlin.Understanding the Learning Environment[J].The Elementary School Journal.1977(2):124-131.
[57]Joanne Brownlee,Nola Purdie,Gillian Boulton-Lewis.An Investigation of Student Teachers’Knowledge about Their Own Learning[J].Higher Education.2003(1):109-125.
[58]Peggy A.House.Learning Enviroment,Academic Self-Concepts,and Achievement in Mathematics[J].Journal for Research in Mathematics Education.1975(4):244-252.
[59]Jones,L.S.Opening doors with informal science:exposure amd access for our underserved students[J].Science Education.1998.663-668.
[60]Brian L.Gerber.Relationship among informal learning environments,teaching procedures and scientific reasoning ability[J].International Journal of Science Education.2001(5):535-549.
[61]Ronny F.A.Wierstra,Gellof Kanselaar,Jos L.vander Linden.The impact of the University context on European students’ learning Approaches and learning environment preferences[J].2003(1):503-523.
[62]Keith Trigwell,Michael prosser,Fiona Waterhouse.Relations between teachers’ approaches to teaching and students’ approaches to learning[J].Higher Education.1997(1):57-70.
[63]Gillian M.Boulton-Lewis,Lynn Wilss,Sue Mutch.Teachers as Adult Learners:Their Knowledge of Their own learning and Implications for Teaching[J].1996(6):89-106.
[64]Thomas R.Guskey.Cooperative Mastery Learning Strategies[J].1990(9):33-42.
[65]Helen J.Forgasz.The Typical Australian University Mathematics Student:Challenging Myths and Stereotypes[J].Higher Education.1998(6):87-108.
[2]蔡金法.中美学生数学学习的系列实证研究[M].北京:教育科学出版社,2007.256.
[3]郑葳.学习共同体[M].北京:教育科学出版社,2007.27.
[3]Priscilla Norton & Karin M. Wiburg 著.吴洪健、倪男奇译. 信息技术与教学创新[M].北京:中国轻工业出版社.2002(7):34-37.
[4]盛群力,李志强.现代教学设计论[M].浙江大学教育系教学设计研究中心.1998.26-27.
[5]Leigh Chiarelott 著,杨明全译.情境中的课程-课程与教学设计[M].北京.中国轻工业出版社.2007.122-123.
[6]David H Jonassen 主编,郑太年、任友群译.学习环境的理论基础[M].上海:华东师范大学出版社,2002. 5-7.
[7]胡春燕.新课程理念下的数学学习环境研究[D]:[硕士学位论文].重庆:重庆师范大学数学与计算机科学学院.2004.
[8]王丽.试论数学“再创造”课堂学习环境的创设[D]:[硕士学位论文].苏州:苏州大学.2004.
[9]王光生. 信息技术环境下数学问题解决教学设计研究[D]:[博士学位论文].北京:北京师范大学.2007.
[10]谈悦华.创建平等的数学学习环境[J].中等职业教育.2006(14):40-43.
[11]吴伟莉.运用计算机网络构建数学学习环境[J].教师专业化发展模式.2006(3):29.
[12]王光生.信息技术环境下数学问题解决教学设计研究[D]:[博士学位论文]北京:北京师范大学.2007.
[13]郑葳.学习共同体[M].北京:教育科学出版社,2007.148-150.
[14]美国温特尔大学认知与技术小组著,王文静、乔连全等译:美国课程与教学案例透视——贾斯珀系列[M].上海.华东师范大学出版社,2002.35-78.
[15]王文静.贾斯珀系列概览——建构主义教学模式案例研究[J].全球教育展望. 2001(1):30.
[16]张绍文.基于建构主义的学习环境论——突显学习的建构性和情境性的研究[D]:[硕士学位论文].上海:华东师范大学.2006.
[17]孔企平.“学生投入”的概念内涵与结构[J].外国教育资料.2000. 2.
[18]季素月.创新意识的培养与数学学习环境的重建[J].数学教育学报.2001. 4.
[19]马复.设计合理的数学教学[M].北京:高等教育出版社.2003.188-191.
[20]马明著.马明数学教育文集.北京:首都师范大学.1994.
[21]G·波利亚著,涂泓等译.怎样解题[M].上海科技教育出版社.2002.6-11.
[22]聂必凯,汪秉彝,吕传汉.关于学生问题提出的若干思考[J].数学教育学报.2003.5.
[23]约翰·D·布兰思福特,安·L·布朗,罗德尼·R·科金等编著.人是如何学习的—— 大脑、心理、经验及学校[M].国家学术出版社,1999.
[24]J·莱夫和 E·温格著.情境学习:合法的边缘性参与[M].剑桥大学出版社,1991.
[25]R 麦克考明克,C 帕依科特.学习与知识[M].PCP 和开放大学联合出版,1999.
[26]温特贝尔特大学认知与技术小组(CTGV).贾斯珀项目——对课程、教学、评价和专业发展的反思[M].LEA 出版社,1997.
[27]Petraglia.J. Reality by design: Rhetoric, technology, and the creation of authentic learning environments[J]. Lawrence Erlbaum Associates.1998.55.
[28]Wilson,B.G. What is Constructivist Learning Environment? In Wilson,B.G.(Ed.) Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Eliffs[J].New Jersey: Educational Technology Publications.1996.23-40
[29]Jonassen, D. K. Peck, B. Wilson. Learning With Technology:A Constructivist Perspective[J]. 1999.44-46
[30]E. De Corte ,H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[J]. NATO ASI Series F: Computer and System Sciences, 1994(l):137.
[31]B.Thomas ,J.Saye. Implementation and Evaluation E. De Corte & H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[J]. NATO ASI Series F: Computer and System Sciences, 1994(1):137.
[32]Knirk.F.G.Designing productive learning environments[J].Educational TechnologyPublications. 1979.15-19.
[33]Tan,D.Hung. Beyond Information Pumping: Creating a Constructivist E-Learning Environment [J]. Educational Technolog.2002.17.
[34]Wilson. Metaphors for Instruction: Why We Talk About Learning Environments [J]. Educational Technology.l995.44-47.
[35]Brown,J.S.,Collins,A. ,Duguid,P. Situated Cognition and the Culture of Learning[J]. Educational Researcher,1989.32-42.
[36]Greeno,J.G.,Moore,J.L. Stiuativity and Symbols: Response toVera and Simon[J]. Cognitive Science,1993(17):50.
[37]Brido,E.Reconstructing Educational Psychology: Situated Cognition and Deweyian Pragmatism[J]. Educational Psychologist .1994.29.
[38]Norton.P.When Techology Meets the Subjet-matter Disciplines on Education. Part one: Explaining the Computer as Metaphor[J]. Educational Technology .1992.40.
[39]Greeno.J.G.The Middle School Mathematics Through Applications Projects Group. The Situativity of Knowing ,Learning, and Research[J]. American Psychologist.1998.53(1):14.
[40]Brown.J.S.,Collins.A.,Duguid.P. Situated Cognition and the Culture of Learning[J]. Educational Reseacher .1989.32-42.
[41]Greeno.J.G.,Moore,J.L. Situated and Symbols: Response to Vera and Simon[J]. Cognitive Science.1993.50.
[42]Lave,J.Situated learning in communities of practice.[J]: American Pscyhological Association.1999.24.
[43]Spence, Dianna J.Usher.Ellen L.Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement[J]. Journal of Educational Computing Research; 2007( 37):267-288.
[44]Heid,Kathleen. M. Technology in Mathematics Education: Tapping into Visions of the Future[J].National Council of Teachers of Mathematics; 2005(67):345-366.
[45]E. De Corte,H. Mandl(Eds.) Technology-Based Learning Environments: Psychologycal and Educational Foundations[M]. NATO ASI Series F: Computer and System Sciences, 1994.137.
[46]Forgasz,Helen.J.Leder,Gilah.C.Perceptions of the tertiary learning environment: is mathematics worth the effort?[J] International Journal of Mathematical Education in Science & Technology. 2000. 37-42.
[47]S.Whitehead. The aims of education[M].New York:MacMillan.1929.234-256.
[48]Bret A.Taylor,Barry J.Fraser.The Influence of Classroom Environment on High School Students’ Mathematics Anxiety[J]. Annual Meeting of the American Educational Research Association in New Orleans,LA..2003(4):2-8.
[49]Lenda H.Pickett,Barry J.Fraser.The Role of Learning Environment,Achievement,and Student and Teacher Attitudes in a Science Mentoring Program for Beginning Elementary School Teachers[J]. Annual Meeting of the American Educational Research Association in New Orleans,LA.2002(4):38-46.
[50]Debra Allen,Berry J.Fraser.Parent and Student Perceptions of the Classroom Learning Environment and its Influence on Student Outcomes[J].Annual Meeting of the American Educational Research Association in New Orleans,LA.2002(4):7-15.
[51]Shwu-yong L.Huang,Hersholt C.Waxman.Learning Environment Differences Between High-and Low-Achieving Minority Students in Urban Middle Schools[J]. Annual Meeting of the American Educational Research Association.2002(4):8-12.
[52]S.Najike,C.McRobbie,K.Lucas.Learning Science in a High School Learning Environment in Papua New Guinea[J].Australian Association for Research in Education.2002(12):14-23.
[53]David G.Henderson,Darrell L.Fisher,Barry J.Fraser,Learning Environment,Student Attitudes and Effects of Students’Sex and Other Science Study in Environmental Science Classes[J]. Annual Meeting of the American Educational Research Association.1998(4):2-9.
[54]Daniell B.Byrne,John A.Hattie,Barry J.Fraser.Student Perceptions of Preferred Classroom Learning Environment[J].Journal of Educational Research.2001(9):9-17.
[55]Margaret C.Wang,C.Mauritz Lindvall.Individual Differences and School Learning Environment[J].Review of Research in Education.1984(11):161-225.
[51]Susan Bobbitt Nolen.Learning Environment,Motivation,and Achievement in High School Science[J].Journal of Research in Science Teaching.2003(4):347-369.
[56]Catherine E.Loughlin.Understanding the Learning Environment[J].The Elementary School Journal.1977(2):124-131.
[57]Joanne Brownlee,Nola Purdie,Gillian Boulton-Lewis.An Investigation of Student Teachers’Knowledge about Their Own Learning[J].Higher Education.2003(1):109-125.
[58]Peggy A.House.Learning Enviroment,Academic Self-Concepts,and Achievement in Mathematics[J].Journal for Research in Mathematics Education.1975(4):244-252.
[59]Jones,L.S.Opening doors with informal science:exposure amd access for our underserved students[J].Science Education.1998.663-668.
[60]Brian L.Gerber.Relationship among informal learning environments,teaching procedures and scientific reasoning ability[J].International Journal of Science Education.2001(5):535-549.
[61]Ronny F.A.Wierstra,Gellof Kanselaar,Jos L.vander Linden.The impact of the University context on European students’ learning Approaches and learning environment preferences[J].2003(1):503-523.
[62]Keith Trigwell,Michael prosser,Fiona Waterhouse.Relations between teachers’ approaches to teaching and students’ approaches to learning[J].Higher Education.1997(1):57-70.
[63]Gillian M.Boulton-Lewis,Lynn Wilss,Sue Mutch.Teachers as Adult Learners:Their Knowledge of Their own learning and Implications for Teaching[J].1996(6):89-106.
[64]Thomas R.Guskey.Cooperative Mastery Learning Strategies[J].1990(9):33-42.
[65]Helen J.Forgasz.The Typical Australian University Mathematics Student:Challenging Myths and Stereotypes[J].Higher Education.1998(6):87-108.