教师远程培训的学习干预研究
|
摘要
远程培训是日益兴起的为支持教师专业发展所采用的一种培训形式。然而由于远程学习环境的特点,使得培训者难以掌控参训教师的学习过程,传统培训模式和方法遭遇瓶颈,培训绩效难以达到要求。为此,本研究顺应教师远程培训的变革诉求,尝试从学习干预的角度阐释远程教育机构对参训教师学习进程的主动影响和介入,并建构了学习干预分类体系和实践模型,运用教育设计研究的方法探索适切的学习干预策略以提升培训绩效,为发展中的教师远程培训项目提供适宜的理论框架和实践指导。
全文共分五个部分展开论述：
第一部分对作为研究背景的教师专业发展相关理论进行了概述,探讨了信息技术对专业发展的支持效用,并对当前主流的教师远程培训理论进行了梳理。
第二部分在剖析当前教师远程培训中所出现的问题的基础上,通过隐喻迁移,将学习干预的理念引入了远程培训与教学领域用以解决绩效问题,并对学习干预进行了详细的界定。
第三部分首先区分了远程学习干预研究中两种不同的社会学取向,表明了本文的研究基调。继而提出了学习干预的一维分类方法和二维分类框架,并在宏观和微观两个层面分别建构了学习干预反应模型和学习干预决策模型,同时强调模型的整合应用。
第四部分转向实践研究,遵循教育设计研究范式构建了整体研究框架,依次以学习动机、认识水平、学习共同体禀赋结构为目标设计学习干预,进行了三个轮次的迭代循环试验。通过设计、实施、评价的连续过程,检验了干预效果,修正并精制了理论与模型。
第五部分是对全文的总结,提出了主要创新点、研究中的不足以及对后续研究的展望。
Distance training has been accepting widely in teachers'professional development (TPD) programs. The learning process of the trainees, however, cannot be under control easily by the trainers as to the characteristics of distance learning environments. Thus, traditional training models and methods are suffered from the bottleneck and the learning performances of participants cannot satisfy the requirements.
The study is seeking to explain impacts and involvements on the learning process of trainees applied by distance education institutions from the perspective of learning intervention, following the innovative demand in the domain of teachers'distance training, so the classifications of learning interventions are constructed and the practical models are established. The educational design research (EDR) methodology is used to explore appropriate learning intervention strategies to promote training performance and the study also serves for teachers'distance training programs by providing theoretical frameworks and practical guidance. The dissertation has five parts as following.
Part One in which theories on teachers'professional development and supportive effects imposed by Information and Communications Technology on TPD are summarized, and the predominant theories on teachers'distance training are reviewed.
Part Two analyses the problems emerging from teachers'distance training before introducing the concept of learning intervention to the field of distance training and instruction to solve the problems on performance by metaphor transferring, and defines learning intervention.
Part Three in which two sociological orientations are distinguished on the distance learning interventions researches, one-dimensional and two-dimensional classifications are presented before constructing Response to Intervention Model on Distance Training (RTIMDT) from macro-perspective and Intervention Decision-making Model on Distance Training (IDMMDT) from micro-perspective, and the integrative application of them is emphasized.
Part Four concerned with practical studies constructs holistic research framework by EDR methodology, and designs learning interventions and implements three rounds iterative experiments for promoting the learning motivation, cognitive level toward learning materials of the trainees in the program and endowment structure of distance learning community sequentially. The effects of the interventions are verified and the previous theories and models are revised and refined throughout the design, implementation and evaluation process on the learning interventions.
The dissertation ends in Part Five with conclusions, contributions, insufficiencies and some comments on future researches.
全文共分五个部分展开论述：
第一部分对作为研究背景的教师专业发展相关理论进行了概述,探讨了信息技术对专业发展的支持效用,并对当前主流的教师远程培训理论进行了梳理。
第二部分在剖析当前教师远程培训中所出现的问题的基础上,通过隐喻迁移,将学习干预的理念引入了远程培训与教学领域用以解决绩效问题,并对学习干预进行了详细的界定。
第三部分首先区分了远程学习干预研究中两种不同的社会学取向,表明了本文的研究基调。继而提出了学习干预的一维分类方法和二维分类框架,并在宏观和微观两个层面分别建构了学习干预反应模型和学习干预决策模型,同时强调模型的整合应用。
第四部分转向实践研究,遵循教育设计研究范式构建了整体研究框架,依次以学习动机、认识水平、学习共同体禀赋结构为目标设计学习干预,进行了三个轮次的迭代循环试验。通过设计、实施、评价的连续过程,检验了干预效果,修正并精制了理论与模型。
第五部分是对全文的总结,提出了主要创新点、研究中的不足以及对后续研究的展望。
Distance training has been accepting widely in teachers'professional development (TPD) programs. The learning process of the trainees, however, cannot be under control easily by the trainers as to the characteristics of distance learning environments. Thus, traditional training models and methods are suffered from the bottleneck and the learning performances of participants cannot satisfy the requirements.
The study is seeking to explain impacts and involvements on the learning process of trainees applied by distance education institutions from the perspective of learning intervention, following the innovative demand in the domain of teachers'distance training, so the classifications of learning interventions are constructed and the practical models are established. The educational design research (EDR) methodology is used to explore appropriate learning intervention strategies to promote training performance and the study also serves for teachers'distance training programs by providing theoretical frameworks and practical guidance. The dissertation has five parts as following.
Part One in which theories on teachers'professional development and supportive effects imposed by Information and Communications Technology on TPD are summarized, and the predominant theories on teachers'distance training are reviewed.
Part Two analyses the problems emerging from teachers'distance training before introducing the concept of learning intervention to the field of distance training and instruction to solve the problems on performance by metaphor transferring, and defines learning intervention.
Part Three in which two sociological orientations are distinguished on the distance learning interventions researches, one-dimensional and two-dimensional classifications are presented before constructing Response to Intervention Model on Distance Training (RTIMDT) from macro-perspective and Intervention Decision-making Model on Distance Training (IDMMDT) from micro-perspective, and the integrative application of them is emphasized.
Part Four concerned with practical studies constructs holistic research framework by EDR methodology, and designs learning interventions and implements three rounds iterative experiments for promoting the learning motivation, cognitive level toward learning materials of the trainees in the program and endowment structure of distance learning community sequentially. The effects of the interventions are verified and the previous theories and models are revised and refined throughout the design, implementation and evaluation process on the learning interventions.
The dissertation ends in Part Five with conclusions, contributions, insufficiencies and some comments on future researches.
引文
1. Adelman, N., Donnelly, M.B., Dove, T., Tiffany-Morales, J., Wayne, A.,& Zucker, A. (2002). The integrated studies of educational technology:Professional development and teachers'use of technology. Arlington, VA:SRI International.
2. Albert, R.,& Barabasi, A.-L. (2002). Statistical mechanics of complex networks. Review of Modern Physics,74(1),47-97.
3. Albert, R., Jeong, H.,& Barabasi, A.-L. (1999). Diameter of the World Wide Web. Nature,401,130-131.
4. Amabile, T.M., Hill, K.G., Hennessey, B.A.,& Tighe, E.M. (1994). The Work Preference Inventory:Assessing Intrinsic and Extrinsic Motivational Orientations. Journal of Personality and Social Psychology,66(5),950-967.
5. Amiel, T.,& Reeves, T.C. (2008). Design-Based Research and Educational Technology:Rethinking Technology and the Research Agenda. Educational Technology & Society,11(4),29-40.
6. Anderson, L.W.,& Krathwohl, D.R. (Eds.). (2001). A taxonomy for Learning, teaching, and assessing:A revision of Bloom's taxonomy of educational objectives. New York:Addison Wesley Longman.
7. Andrews, J.D.W. (1980). The verbal structure of teacher questions:its impact on class discussion. POD Quarterly,2,129-163.
8. Arfwedson, G. (1984). Why schools are different. Oslo:Tanum.
9. Babbie, E. (2004). The practice of social research(10th ed). Belmont, CA: Thomson/Wadsworth.
10. Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal,90(4),449-466.
11. Ball, D.L.,& Cohen, D.K. (2000). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 3-31). San Francisco:Jossey-Bass.
12. Barab, S. (2006). A Methodological Toolkit for the Learning Scientist. In R.K. Sawyer (Ed.), The Cambridge Handbook for the Learning Sciences (pp.153-169). New York:Cambridge University Press.
13. Barabasi, A.-L. (2003). Linked:How Everything Is Connected to Everything Else and What It Means. New York:Plume, reissueed.
14. Barabasi, A.-L.,& Albert, R. (1999). Emergence of scaling in random networks. Science,286,509-512.
15. Barabasi, A.-L., Jeong, H., Neda, Z., Ravasz, E., Schubert, A.,& Vicsek, T. (2002). Evolution of the social network of scientific collaborations. Physica A, 311(3),590-614.
16. Bates, A.W. (2005). Technology, E-learning and Distance Education(2nd ed). London:Routledge.
17. Bannan-Ritland, B. (2003). The Role of Design in Research:The Integrative Learning Design Framework. Educational Researcher,32(1),21-24.
18. Beijaard, D., Korthagen, F.,& Verloop, N. (2007). Understanding how teachers learn as a pre-requisite for promoting teacher learning. Teachers and Teaching, 13(2),105-108.
19. Bell, B.,& Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education,10(5),483-497.
20. Bloom, B.S. (1956). Taxonomy of educational objectives, handbook Ⅰ:the cognitive domain. New York:David McKay Co Inc.
21. Bollobas, B. (1981). Degree sequences of random graphs. Discrete Math,33(1), 1-19.
22. Bolam, R., McMahon, A., Stoll, L., Thomas, S.,& Wallace, M. (2005). Creating and Sustaining Effective Professional Learning Communities. London: Department for Education and Skills.
23. Borko, H. (2004). Professional development and teacher learning:Mapping the terrain. Educational Researcher,33(8),3-15.
24. Bowes, J. (2003). The emerging repertoire demanded of teachers of the future: surviving the transition. Proceedings of the 3.1 and 3.3 working groups conference on International federation for information processing:ICT and the teacher of the future,23,7-9.
25. Bradley, M.E., Thom, L.R., Hayes, J.,& Hay, C. (2008). Ask and you will receive: how question type influences quantity and quality of online discussions. British Journal of Educational Technology,39(5),888-900.
26. Brandt, R. (1994). Reflections on 25 years of staff development. Journal of Staff Development,15(4),2-25.
27. Brown, A. (1994). The Advancement of Learning. Educational Researcher,23(8), 4-12.
28. Brown, A.,& Green, T. (2003). Showing Up to Class in Pajamas (or Less!) The Fantasies and Realities of On-Line Professional Development. Clearing House (Menasha, Wis.),76(3),148-152.
29. Bruckman, A. (2004). Co-Evolution of Technological Design and Pedagogy in an Online Learning Community. In S. A. Barab, R. Kling,& J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp.239-255). Cambridge, UK:Cambridge University Press.
30. Burpee, P.,& Wilson, B. (1995). Professional development:what teachers want and universities provide-a Canadian perspective. In D. Sewart (Ed.), One World Many Voices:Quality in Open and Distance Learning (pp.236-239). Birmingham, UK:The International Council for Distance Education.
31. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education,5(1),43-51.
32. Canfield, A. (1992). Canfield Learning Styles Inventory Manual. Los Angeles: Western Psychological Services.
33. Carr, R.,& Ledwith, F. (1980). Helping disadvantaged students. Teaching at a Distance,18,77-85.
34. Cassidy, C., Chrisite, D., Coutts, D., Dunn, J., Sinclair, C., Skinner, D.,& Wilson, A. (2008). Building communities of educational inquiry. Oxford Review of Education,34(2),217-235.
35. Cenkner, M. (2006). A Model for Analyzing and Evaluating Instructional Interventions. Educational Technology,5,42-45.
36. Chacon, F. (1999). Distance education in Latin America:Growth and maturity. In K. Harry (Ed.), Higher Education through Open and Distance Learning (pp. 137-149). London and New York:Commonwealth of Learning/Routledge.
37. Clark, T. (2000). Online professional development:Trends and issues. Macomb, IL:Center for the Application of Information Technologies.
38. Clauset, A., Shalizi, C.R.,& Newman, M.E.J. (2009). Power-Law Distributions in Empirical Data. Retrieved March 20,2010 from http://arxiv.org/PS_cache/arxiv/ pdf/0706/0706.1062v2.pdf
39. Collins, A., Joseph, D.,& Bielaczyc, K. (2004). Design research:Theoretical and methodological issues. Journal of the Learning Sciences,13(1),15-42.
40. Collis, B.,& Jung, I. S. (2003). Uses of information and communication technologies in teacher education. In B. Robinson & C. Latchem (Eds.), Teacher education through open and distance learning, London:RoutledgeFalmer, 171-192.
41. Cook, T.D.,& Campbell, D.T. (1979). Quasi-experimentation:design & analysis issues for field settings. Boston:Houghton Mifflin Company.
42. Cook, D.A.,& Smith, A.J. (2006). Validity of index of learning style scores: multitrait-multimethod comparison with three cognitive/learning style instruments. Medical Education,40(9),900-907.
43. Cookson, P. (1989). Research on Learners and Learning in Distance Education:A Review. American Journal of Distance Education,3(2),22-34.
44. Cordingley, P., Bell, M., Evans, D.,& Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review:How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? In Research Evidence in Education Library. London:EPPI-Centre.
45. Cordingley, P., Bell, M., Isham, C., Evans, D.,& Firth, A. (2007). What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? In Research Evidence in Education Library. London:EPPI-Centre.
46. Creed, C.,& Perraton, H. (2001). Distance Education in the E-9 Countries. Paris: UNESCO.
47. Cuban, L. (2001). Oversold and underused:Computers in the classroom. Cambridge, MA:Harvard University Press.
48. Curry L. (1981). Learning preferences in continuing medical education. Canadian Med Assoc J.,124(5),535-536.
49. Daniel, J.,& Marquis, C. (1979). Interaction and Independence:Getting the mixture right. Teaching at a Distance,14,29-44.
50. Darling-Hammond, L. (1994). Professional Development Schools:schools for developing a profession. New York:Teachers'College Press.
51. Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership,55(5),6-11.
52. Design-Based Research Collective. (2003). Design-based research:An emerging paradigm for educational inquiry. Educational Researcher,32(1),5-8.
53. Dede, C., Whitehouse, P.,& Brown L'Bahy, T. (2002). Designing and studying learning experiences that use multiple interactive media to bridge distance and time. In C. Vrasidas & G.V. Glass (Eds.), Distance education and distributed learning (pp.1-29). Charlotte, NC:Information Age Publishing, Inc.
54. Donnelly, M.B., Dove, T., Tiffany-Morales, J., Adelman, N.,& Zucker, A. (2002). Technology-related professional development in the context of educational reform: A literature review. Arlington, VA:SRI International.
55. Encyclopedia of Mental Disorders. Definition of Intervention. Retrieved February 27,2010 from http://www.minddisorders.com/Flu-Inv/Intervention.html.
56. Engestrom, Y. (1993). Developmental studies of work as a testbench of activity theory:Analyzing the work of general practitioners. In S. Chaiklin & J. Lave (Eds.), Understanding practice:Perspectives on activity and context (pp.64-103). Cambridge:Cambridge University Press.
57. Erdos, P.,& Renyi., A. (1960). On the Evolution of Random Graphs. Publ. Math.Inst.Hung.Acad.Sci,5,17-61.
58. Evans, L. (2002). What constitutes teacher development?. Oxford Review of Education,28(1),123-137.
59. Fabos, B.,& Young, M.D. (1999). Telecommunications in the classroom: Rhetoric versus reality. Review of Educational Research,69(3),217-259.
60. Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., et al. (2005). Factors Influencing the Transfer of Good Practice. London:Department for Education and Skills.
61. Flood, R.L. (1995). Total Systems Intervention (TSI):a Reconstitution. Journal of the Operational Research Society,46(2),174-191.
62. Flood, R.L.,& Jackson, M.C. (1991). Total Systems Intervention:A Practical Face to Critical Systems Thinking. Systems Practice,4(3),197-213.
63. Flood, R.L.,& Jackson, M.C. (1991). Creative Problem Solving:Total Systems Intervention. Chichester:Wiley.
64. Freese, L. (1997). Evolutionary Connections. Greenwich, CT:JAI.
65. Gall, M. M., Borg, W & Gall, J. J. (1996). Educational Research:An Introduction (6th ed.). New York:Addison Wesley Longman.
66. Galusha, J.M. (1997). Barriers to Learning in Distance Education. Interpersonal Computing and Technology Journal,5,6-14.
67. Garrison, D.R., Anderson, T.,& Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education,15(1),7-23.
68. Gilbert, P.K.,& Dabbagh, N. (2005). How to structure online discussions for meaningful discourse:a case study. British Journal of Educational Technology, 36(1),5-18.
69. Ginns, I., Heirdsfield, A., Atweh, B.,& Watters, J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1),111-133.
70. Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review,20,23-36.
71. Handal, G,& Lauvas, P. (1987). Promoting reflective teaching:supervision in practice. Milton Keynes, UK:SRHE/Open University Enterprises.
72. Hara, N.,& Kling, R. (2001). Student distress in Web-based distance education. EDUCAUSE Quarterly,3.
73. Hardin, D. Instructional. Retrieved February 27,2010 from http://www.webconceptsunlimited.com/IPT560Toolkit/Instructional. htm.
74. Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching:History and Practice,6(2),151-182.
75. Hawley, A.H. (1984). Human Ecological and Marxian Theories. American Journal of Sociology,89,904-917.
76. Haythornthwaite, C., Kazmer, M., Robins, J.,& Shoemaker, S. (2000). Community development among distance learners:Temporal and technological dimensions. Journal of Computer-Mediated Communication,6(1), Retrieved April 8,2010 from http://jcmc.indiana.edu/vol6/issuel/haythornthwaite.html.
11. Hazelden. What is an intervention? Retrieved February 27,2010 from http://www.hazelden. org/web/public/faqintervention.page.
78. Helleve, I. (2009). Theoretical Foundations of Teachers'Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.1-19). New York:Information Science Reference.
79. Hill, J.R. (2002). Overcoming obstacles and creating connections:Community building in Web-based learning environments. Journal of Computing in Higher Education,14(1),67-86.
80. Hiltz, S. R.,& Turoff, M. (2002). What makes learning networks effective? Communications of the ACM,45(4),56-59.
81. Honey, P.,& Mumford, A. (1992). The Manual of Learning Styles (third edition). Maidenhead:Peter Honey.
82. ISTE. (2008). National Educational Technology Standards for Teachers 2008. Retrieved January 13,2010, from http://www.iste.org/Content/NavigationMenu/ NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm.
83. Jeong, H., Mason, S., Barabasi, A.-L.,& Oltvai, Z.N. (2001). Lethality and centrality in protein networks. Nature,411,41-42.
84. Jeong, H., Tombor, B., Albert, R., Oltvai, Z.N.& Barabasi, A.-L. (2000). The large-scale organization of metabolic networks. Nature,407,651-654.
85. Johnson, C. M. (2001). A survey of current research on online communities of practice. Internet and Higher Education,4,45-60.
86. Jonathan, H. T. (2002). The Structure of Sociological Theory. Belmont, CA: Wadsworth Publishing.
87. Jung, I.S. (2005). ICT-Pedagogy Integration in Teacher Training:Application Cases Worldwide. Educational Technology & Society,8(2),94-101.
88. Kaye, A.,& Rumble, G. (1981). Distance teaching for higher and adult education. London:Croom Helm.
89. Ke, F.,& Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development,57(4),487-510.
90. Keegan, D. (1986). The Foundations of Distance Education. London:Croom Helm.
91. Keirsey, D.,& Bates, M. (1984). Please understand me:Character & temperament types. Del Mar, CA:Prometheus Nemesis Book Company.
92. Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education,32(4),505-519.
93. Knapper, C. (1988). Lifelong Learning and Distance Education. American Journal of Distance Education,2(1),63-72.
94. Knowles, M. (1980). The Modern Practice of Adult Education:From Pedagogy to Andragogy. Chicago:Follett Publishers.
95. Knox, A. (1977). Adult Learning and Development. San Francisco:Jossey-Bass.
96. Koehler, M. J.,& Mishra, P. (2008). Introducing TPACK. In A. A. o. C. f. T. E. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (pp.3-29). New York:Routledge.
97. Kolb, A.Y.,& Kolb, D.A. (2005). The Kolb Learning Style Inventory-Version 3.1 2005 Technical Specifications. Retrieved March 31,2010 from http://www. learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf.
98. Kolb, D. A. (1984). Experiential learning:Experience as the source of learning and development. New Jersey:Prentice-Hall.
99. Korthagen, F.,& Kessels, J. P. (1999). Linking theory and practice:Changing the pedagogy of teacher education. Educational Researcher,28(4),4-17.
100.Korthagen, F.,& Wubbels, T. (2001). Learning from practice. In F.A.J. Korthagen, J.P. Kessels, B. Koster; B. Lagerwerf,& T. Wubbels (Eds.), Linking practice and theory. The pedagogy of realistic teacher education (pp.32-50). Mahwah, N.J.: Lawrence Erlbaum Associates.
101.Kowch, E.,& Schwier, R. (1997). Considerations in the construction of technology-based virtual learning communities. Canadian Journal of Educational Communication,26(1),1-12.
102.Kuan-Chou, C.,& Keh-Wen, C. (2008). Building an e-Learning System Model with Implications for Research and Instructional Use. Proceedings of World Academy of Science:Engineering & Technology,30,479-481.
103.Lave, J.,& Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge:Cambridge University Press.
104.Lortie, D.C. (1975). Schoolteacher:A sociological study. Chicago:University of Chicago Press.
105.Malinowski, B. (1964). A Scientific Theory of Culture and Other Essays. London: Oxford University.
106.Meyer, K. (2003). Face-to-face versus threaded discussions:the role of time and higher-order thinking. Journal of Asynchronous Learning Networks,7(3),55-65.
107.McIntyre, D.J.,& Byrd, D.M. (Eds.). (1998). Strategies for career-long teacher education. Teacher Education Yearbook VI. Thousand Oaks, CA:Corwin Press.
108.McKenney, S,& Van den Akker, J. (2005). Computer-Based Support for Curriculum Designers:A Case of Developmental Research. Educational Technology Research & Development,53(2),41-46.
109.McKenzie, J. (2000). Beyond Technology:Questioning, Research and the Information Literate School Community. Bellingham:FNO Press.
110.McMillan, D. W.,& Chavis, D. M. (1986). Sense of community:A definition and theory. Journal of Community Psychology,14(1),6-23.
111.Meacham, D.,& Evans, D. (1989). Distance Education:The Design of Study Materials. Wagga Wagga:Open Learning Institute, Charles Stuart University.
112.Merriam, S. B. (1988). Case Study Research in Education:A Qualitative Approach. San Francisco, CA:Jossey-Bass.
113.Merriam, S.B.,& Caffarella, R.S. (1999). Learning in Adulthood:A Comprehensive Guide. San Francisco, CA:Jossey-Bass.
114.Moore, M.G. (1973). Toward a Theory of Independent Learning and Teaching. The Journal of Higher Education,44(9),661-679.
115.Moursund, D.,& Bielefeldt, T. (1999).Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA:Milken Exchange on Education Technology.
116.Muilenburg, L.Y.,& Berge, Z.L. (2001). Barriers to distance education:A factor analytic study. The American Journal of Distance Education,11(2),39-54.
117.Muilenburg, L.Y.,& Berge, Z.L. (2005). Student Barriers to Online Learning:A factor analytic study. Distance Education,26(1),29-48.
118.Mumbi, K.,& Mesut, D. (2004). Using anchored instruction to teach preservice teachers to integrate technology in the curriculum. Journal of Technology and Teacher Education,12(3),431-445.
119.NCRTI. What is RTI?. Retrieved March 8,2010 from http://www.rti4success.org/ index.php?option=com_frontpage&Itemid= 1.
120.NCRTI. (2006). The Response to Intervention (RtI) Model. Retrieved March 8, 2010 from http://www.fldoe.org/ese/pdf/y2006-8.pdf.
121.NCRTI. (2008). A Tiered Service-Delivery Model. Retrieved March 8,2010 from http://www.rti4success.org/images/stories/RTIManual/rtimanualsection3tierservi cedeliverymodel.pdf.
122.Notar, C.E., Wilson, J.D.,& Montgomery, M.K. (2005). A distance learning model for teaching higher order thinking. College Student Journal,39,17-25.
123.Oaks, M. (1996). Western Cooperative for educational telecommunications. Washington State University. http://www.wiche.edu/telecom/techWASU.html.
124.Osika, E. (2006). The Concentric Support Model:A Model for the Planning and Evaluation of Distance Learning Programs. Online Journal of Distance Learning Administration,9(3). Retrieved February 24,2010 from http://www.westga.edu/～distance/ojdla/fall93/osika93.
125.Palloff, R. M.,& Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco:Jossey-Bass Publishers.
126.Parsons, T. (1951). The Social System. New York:Free Press.
127.Parsons, T. (1961). Theories of Society:foundations of modern sociological theory. New York:Free Press.
128.Parsons, T. (1968). The Structure of Social Action. New York:Free Press.
129.Parsons, T.,& Shils, A. (1976). Toward a General Theory of Action. Cambridge MA:Harvard University Press.
130.Perkins, D. (2000). "The big question is how to show up without showing up". In D. T. Gordon (Ed.), The Digital Classroom (pp.87-89). Cambridge, MA:Harvard Education News Letter.
131.Petrides, L.A. (2002). Web-based technologies for distributed (or distance) learning:Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media,29(1),69-77.
132.Pickering, J., Pachler, N.,& Daly, C. (Eds.). (2007). New designs for teachers' professional learning. Bedford Way Papers. London:Institute of Education, UoL
133.Ravasz, E.,& Barabasi, A.-L. (2003). Hierarchical organization in complex networks. Physical Review,67(2),026112-1—026112-7.
134.Rekkedal, T. (1983). Enhancing student progress in Norway. Teaching at a Distance,23,19-24.
135.Robinson, B. (2001). Mongolia. In O. Jegede & G. Shive (Eds.), Open and Distance Education in the Asia Pacific Region (pp.131-152). Hong Kong:Open University of Hong Kong Press.
136.Robinson, B.,& Latchem, C. (2002). Open and distance teacher education:uses and models. In B. Robinson & C. Latchem (Eds.), Teacher education through open and distance learning, World review of distance education and open learning:Volume 3 (pp.28-47). London:Routledge.
137.Romanelli, F., Bird, E.,& Ryan, M. (2009). Learning Style:A Review of Theory, Application, and Best Practices. American Journal of Pharmaceutical Education, 73(1),1-5.
138.Romiszowsky, A.,& Mason, R. (1996). Computer-mediated communication. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.438-456). New York:Simon & Schuster Macmillan.
139.Rudestam, K. E.,& Schoenholtz-Read, J. (2002a). The Coming of Age of Adult Online Education. In K. E. Rudestam & J. Schoenholtz-Read (Eds.), Handbook of Online Learning. Thousand Oaks:Sage.
140.Russell, M.,& Ginsburg, L. (1999). Learning online:Extending the meaning of community:A review of three programs from the Southeastern United States. National Center for Adult Literacy, Philadelphia, PA. SouthEast and Islands Regional Technology in Education Consortium, Greensboro, NC.
141.Sachs, J. (2003). The Activist Teaching Profession. Buckingham:Open University Press.
142. Sanderson, S.K. (1995). Social Transformations:A General History of Historical Development. Cambridge, MA:Blackwell.
143.Schifter, C. (2008). Infusing Technology into the Classroom:Continuous Practice Improvement. Hershey, PA:IGI Global.
144.Schon, D. (1983). The reflective practitioner:How professionals think in action. New York:Basic.
145.Schrire, S. (2006). Knowledge building in asynchronous discussion groups:going beyond quantitative analysis. Computers and Education,46,49-70.
146.Scott, S. (2009). The Theory and Practice Divide in Relation to Teacher Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.20-40). New York:Information Science Reference.
147.Sewart, D. (1993). Student support systems in distance education. Open Learning, 8(3),3-12.
148.Sewart, D., Holmberg, B.,& Keegan, D. (1983). Distance Education: International Perspectives. Beckenham, Kent:Croom Helm.
149.Sheets, M.F. (1992). Characteristics of Adult Education Students and Factors Which Determine Course Completion:A Review, New Horizons in Adult Education,6,3-19.
150.Simpson, O. (2002). Supporting students in online, open and distance learning. London:Routledge.
151.Smith, A. (1863). An inquiry into the nature and causes of the wealth of nations. London:A & C Black.
152.Soloman, B.A.,& Felder, R.M. (1991). Index of Learning Styles. Retrieved March 30,2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ ILSdir/ILS-a.htm.
153.Song, L., Singleton, E.S., Hill, J.R.,& Koh, M.H. (2004). Improving online learning:Student perceptions of useful and challenging characteristics. Internet and Higher Education,7,59-70.
154.Steffy, B. E., Wolfe, M. P., Pasch, S. H.,& Enz, B.J. (Eds.). (2000). Life cycle of the career teacher. Thousand Oaks:Kappa Delta Pi and Corwin Press, Inc.
155.Steinkuehler, C. A. (2004). Learning in massively multiplayer online games. In Proceedings of the 6th international conference on learning sciences, Los Angeles, California (pp.521-528).
156.Stevens-Long, J.,& Crowell, C. (2002). The Design and Delivery of Iteractive Online Graduate Education. In K. E. Rudestam & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (pp.151-169). Thousand Oaks, CA:Sage Publications.
157.Teachers Matter. (2005). Attracting, developing and retaining effective teachers, OECD rapport. Retrieved April 6,2010 from http://www.oecd.org/document/52/ 0,3343,en_2649_201185_34991988_1_1_1_1,00.html.
158.Tu, C. H.,& Corry, M. (2002). E-Learning communities. The Quarterly Review of Distance Education,3(2),207-218.
159.United Nations Educational, Scientific and Cultural Organization [UNESCO]. (1966). Recommendation Concerning the Status of Teachers. Retrieved April 6, 2010 from http://www.unesco.org/education/pdf/TEACHE_E.PDF.
160.Van den Akker, J. Gravemeijer K. McKenney S.,& Nieveen N. (2006). Educational Design Research. London:Routledge.
161.Van den Berghe. (1991). Once More With Feeling:Genes, Mind and Culture. Behavioral and Brain Sciences,14,317-318.
162.Vavasseur, C. B.,& MacGregor, S. K. (2008). Extending Content-Focused Professional Development through Online Communities of Practice. Journal of Research on Technology in Education,40(4),517-536.
163.Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course:A case study. Internet and Higher Education,6,77-90.
164.Vrasidas, C.,& Glass, G.V. (Eds.). (2004). Online professional development for teachers. Charlotte, NC:Information Age Publishing, Inc.
165.Vrasidas, C.,& Glass, G.V. (Eds.). (2005). Preparing teachers to teach with technology. Charlotte, NC:Information Age Publishing, Inc.
166.Vrasidas, C.,& Glass, G.V. (2007). Teacher Professional Development and ICT: Strategies and Models. Yearbook-National Society for The Study of Education, 106(2),87-102.
167.Vygotsky, L. (1978). Mind in society:The development of higher psychological processes. Cambridge MA:Harvard University Press.
168.Wang, F.,& Hannafin, M.J. (2005). Design-Based Research and Technology-Enhanced Learning Environments. Educational Technology Research and Development,53(4),5-23.
169.Watts, D.J.,& Strogatz, S.H. (1998). Collective dynamics of 'small-world' networks. Nature,393,440-442.
170.Wegerif, R. (2007). Dialogic Education and Technology. New York:Springer.
171.Wenger, E. (1998). Communities of practice:learning, meaning and identity. Cambridge:Cambridge University Press.
172.Whitehouse, P., McCloskey, E.,& Ketelhut, D.J. (2009). Online Pedagogy Design and Development:New Models for 21st Century Online Teacher Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.247-262). New York:Information Science Reference.
173.WikiAnswers. What does intervention mean? Retrieved February 27,2010 from http://wiki.answers.com/Q/What_does_intervention_mean.
174.Wood, D.J., Bruner, J.S.,& Ross, G. (1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry,17,89-100.
175.Wood, H. (1996). Designing Study Materials for Distance Students. Charles Sturt University, Australia. Retrieved March 28,2002 from http://www.csu.edu.au/ division/OLI/oli-rd/occpapl 7/design.htm.
176.Yin, R. K. (1994). Case study research:Design and methods (2nd ed.). Thousand Oaks, CA:Sage.
177.Zimmerman, B.J., Bonner, S.,& Kovach, R. (1996). Developing self-regulated learners. Washington:American Psychological Association.
178.Zygouris-Coe, V.I.,& Swan, B. (2009). Challenges of Online Teacher Professional Development Communities:A Statewide Case Study in the United States. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.114-133). New York:Information Science Reference.
1.百度百科.达尔文进化论[EB/OL]. (2009-12-25) [2010-2-28]. http://baike.baidu.com/view/453552.htm.
2.池丽萍,辛自强.大学生学习动机的测量及其与自我效能感的关系[J].心理发展与教育,2006(2)：64-70.
3.丁兴富.论远程教育中的学生学习支助服务[J].中国电化教育,2002(3)：56-59.
4.杜红梅.移情与后果认知训练对儿童欺负行为影响的实验研究[D].重庆：西南师范大学教育科学学院,2004.
5.顾小清.国际化视野中的教师教育技术能力标准[J].中国信息技术教育,2008(4)：16-19.
6.胡成璋.西方经济学中的自由放任与国家干预理论探微[J].湖南文理学院学报(社会科学版),2006(3)：131-133.
7.胡海波,王林.幂律分布研究简史[J].物理,2005(34)：889-896.
8.惠康,任保平.西方经济学国家干预理论的述评[J].西安邮电学院学报,2007(7)：50-54.
9.教育部.教育部关于加快推进全国教师教育网络联盟计划,组织实施新一轮中小学教师全员培训的意见[EB/OL]. (2004-11-18) [2010-1-13]. http://www.jswl.cn/xiang.asp?id=163.
10.教育部.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL]. (2005-4-4) [2010-1-13].http://www.moe.edu.cn/edoas/ website18/level3.jsp?tablename=1583&infoid=15908.
11.教育部.教育部关于印发《中小学教师教育技术能力标准(试行)》的通知[EB/OL].(2004-12-25)[2010-1-13].http://www.moe.edu.cn/edoas/ websitel8jsp?tablename=603＆infoid=7837.
12.教育部.教育部关于在中小学设施“校校通”工程的通知[EB/OL]. (2000-11-13)[2010-1-13].http://www.edu.cn/20020327/3023655. shtml.
13.教育部.农村中小学现代远程教育工程试点工作方案[EB/OL]. (2003-11-13) [2010-1-13].http://www.moe.edu.cn/edoas/website18/81/info6181.htm.
14.李爽,陈丽.美国国家教师相关标准及其对我国教师信息能力标准制定的启发[J].电化教育研究,2003(5)：68-71.
15.李银玲.教师远程培训中在线干预设计—环境适应的视角[D].上海：华东师范大学教育科学学院,2008.
16.林毅夫.要素禀赋比较优势与经济发展[J].中国改革,1999(8)：14-16.
17.刘灿.经济自由主义和国家干预：一个基于经济思想史的理论回顾[J].福建论坛·人文社会科学版,2009(12)：4-10.
18.吕红梅.国家干预的理论演进与西方政府经济职能的调整[J].北方经济,2008(5)：49-50.
19.倪小鹏.基于设计的研究方法、实例和应用[J].中国电化教育,2007(8)：13-16.
20.穆肃.准实验研究及其设计方法[J].中国电化教育,2001(12)：13-16.
21.彭文珊,王根瓊,沈芳汶,龔世芬.叙述性研究[EB/OL].[2010-2-7]. http://s16.ntue.edu.tw/flame/teachers/fen/論文寫作／個案研究.doc.
22.邱皓政.工作动机的内生性与外生性：台湾与美国大学生动机内涵之计量研究[J].应用心理研究,2000(7)：221-251.
23.邱皓政.量化研究与统计分析—SPSS中文视窗版数据分析范例解析[M].重庆：重庆大学出版社,2009.
24.王世庆.从学习者个体差异到动态教学策略[J].天津外国语学院学报,2005(3)：51-56.
25.王文静.基于情境认知与学习的教学模式研究[D].上海：华东师范大学教育科学学院,2002.
26.吴大琨.当代资本主义：结构·特征·走向[M].上海：上海人民出版社,1991.
27.吴明隆.SPSS统计应用实务：问卷分析与应用统计[M].北京：科学出版社,2003.
28.闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003(11)：18-21.
29.杨南昌.基于设计的研究：正在兴起的学习研究新范式[J].中国电化教育,2007(5)：6-10.
30.杨南昌.学习科学视域中的设计研究[D].上海：华东师范大学教育科学学院,2008.
31.英特尔.十余年“芯”系教育教育成就创新[EB/OL]. (2009) [2010-1-13]. http://www.intel.com/cd/corporate/education/apac/zho/teach/422594 .htm.
32.张海旺,梁金霞.现代西方经济学关于市场调节和国家干预理论的变化过程[J].理论探索,1995(5)：49-51.
33.张立,刘云.网络舆论传播的无标度特性及其衰减模型的研究[J].北京交通大学学报,2008(2)：67-70.
34.张维迎.博弈论与信息经济学[M].上海：上海人民出版社,2004.
35.张文兰,刘俊生.基于设计的研究—教育技术学研究的一种新范式[J].电化教育研究,2007(10)：13-17.
36.张晓春.样本调查研究[A].杨国枢.社会及行为科学研究法[C].重庆：重庆大学出版社,2006.185-205.
37.郑秉文.市场作用与国家干预理论的历史回顾[J].浙江学刊,1992(6)：84-88.
38.祝智庭,黎加厚.走向中国教育改革实践的英特尔未来教育[J].电化教育研究,2003(4)：3-8.
39.祝智庭.设计研究作为教育技术的创新研究范式[J].电化教育研究,2008(10)：30-31.
2. Albert, R.,& Barabasi, A.-L. (2002). Statistical mechanics of complex networks. Review of Modern Physics,74(1),47-97.
3. Albert, R., Jeong, H.,& Barabasi, A.-L. (1999). Diameter of the World Wide Web. Nature,401,130-131.
4. Amabile, T.M., Hill, K.G., Hennessey, B.A.,& Tighe, E.M. (1994). The Work Preference Inventory:Assessing Intrinsic and Extrinsic Motivational Orientations. Journal of Personality and Social Psychology,66(5),950-967.
5. Amiel, T.,& Reeves, T.C. (2008). Design-Based Research and Educational Technology:Rethinking Technology and the Research Agenda. Educational Technology & Society,11(4),29-40.
6. Anderson, L.W.,& Krathwohl, D.R. (Eds.). (2001). A taxonomy for Learning, teaching, and assessing:A revision of Bloom's taxonomy of educational objectives. New York:Addison Wesley Longman.
7. Andrews, J.D.W. (1980). The verbal structure of teacher questions:its impact on class discussion. POD Quarterly,2,129-163.
8. Arfwedson, G. (1984). Why schools are different. Oslo:Tanum.
9. Babbie, E. (2004). The practice of social research(10th ed). Belmont, CA: Thomson/Wadsworth.
10. Ball, D.L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal,90(4),449-466.
11. Ball, D.L.,& Cohen, D.K. (2000). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession (pp. 3-31). San Francisco:Jossey-Bass.
12. Barab, S. (2006). A Methodological Toolkit for the Learning Scientist. In R.K. Sawyer (Ed.), The Cambridge Handbook for the Learning Sciences (pp.153-169). New York:Cambridge University Press.
13. Barabasi, A.-L. (2003). Linked:How Everything Is Connected to Everything Else and What It Means. New York:Plume, reissueed.
14. Barabasi, A.-L.,& Albert, R. (1999). Emergence of scaling in random networks. Science,286,509-512.
15. Barabasi, A.-L., Jeong, H., Neda, Z., Ravasz, E., Schubert, A.,& Vicsek, T. (2002). Evolution of the social network of scientific collaborations. Physica A, 311(3),590-614.
16. Bates, A.W. (2005). Technology, E-learning and Distance Education(2nd ed). London:Routledge.
17. Bannan-Ritland, B. (2003). The Role of Design in Research:The Integrative Learning Design Framework. Educational Researcher,32(1),21-24.
18. Beijaard, D., Korthagen, F.,& Verloop, N. (2007). Understanding how teachers learn as a pre-requisite for promoting teacher learning. Teachers and Teaching, 13(2),105-108.
19. Bell, B.,& Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education,10(5),483-497.
20. Bloom, B.S. (1956). Taxonomy of educational objectives, handbook Ⅰ:the cognitive domain. New York:David McKay Co Inc.
21. Bollobas, B. (1981). Degree sequences of random graphs. Discrete Math,33(1), 1-19.
22. Bolam, R., McMahon, A., Stoll, L., Thomas, S.,& Wallace, M. (2005). Creating and Sustaining Effective Professional Learning Communities. London: Department for Education and Skills.
23. Borko, H. (2004). Professional development and teacher learning:Mapping the terrain. Educational Researcher,33(8),3-15.
24. Bowes, J. (2003). The emerging repertoire demanded of teachers of the future: surviving the transition. Proceedings of the 3.1 and 3.3 working groups conference on International federation for information processing:ICT and the teacher of the future,23,7-9.
25. Bradley, M.E., Thom, L.R., Hayes, J.,& Hay, C. (2008). Ask and you will receive: how question type influences quantity and quality of online discussions. British Journal of Educational Technology,39(5),888-900.
26. Brandt, R. (1994). Reflections on 25 years of staff development. Journal of Staff Development,15(4),2-25.
27. Brown, A. (1994). The Advancement of Learning. Educational Researcher,23(8), 4-12.
28. Brown, A.,& Green, T. (2003). Showing Up to Class in Pajamas (or Less!) The Fantasies and Realities of On-Line Professional Development. Clearing House (Menasha, Wis.),76(3),148-152.
29. Bruckman, A. (2004). Co-Evolution of Technological Design and Pedagogy in an Online Learning Community. In S. A. Barab, R. Kling,& J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp.239-255). Cambridge, UK:Cambridge University Press.
30. Burpee, P.,& Wilson, B. (1995). Professional development:what teachers want and universities provide-a Canadian perspective. In D. Sewart (Ed.), One World Many Voices:Quality in Open and Distance Learning (pp.236-239). Birmingham, UK:The International Council for Distance Education.
31. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education,5(1),43-51.
32. Canfield, A. (1992). Canfield Learning Styles Inventory Manual. Los Angeles: Western Psychological Services.
33. Carr, R.,& Ledwith, F. (1980). Helping disadvantaged students. Teaching at a Distance,18,77-85.
34. Cassidy, C., Chrisite, D., Coutts, D., Dunn, J., Sinclair, C., Skinner, D.,& Wilson, A. (2008). Building communities of educational inquiry. Oxford Review of Education,34(2),217-235.
35. Cenkner, M. (2006). A Model for Analyzing and Evaluating Instructional Interventions. Educational Technology,5,42-45.
36. Chacon, F. (1999). Distance education in Latin America:Growth and maturity. In K. Harry (Ed.), Higher Education through Open and Distance Learning (pp. 137-149). London and New York:Commonwealth of Learning/Routledge.
37. Clark, T. (2000). Online professional development:Trends and issues. Macomb, IL:Center for the Application of Information Technologies.
38. Clauset, A., Shalizi, C.R.,& Newman, M.E.J. (2009). Power-Law Distributions in Empirical Data. Retrieved March 20,2010 from http://arxiv.org/PS_cache/arxiv/ pdf/0706/0706.1062v2.pdf
39. Collins, A., Joseph, D.,& Bielaczyc, K. (2004). Design research:Theoretical and methodological issues. Journal of the Learning Sciences,13(1),15-42.
40. Collis, B.,& Jung, I. S. (2003). Uses of information and communication technologies in teacher education. In B. Robinson & C. Latchem (Eds.), Teacher education through open and distance learning, London:RoutledgeFalmer, 171-192.
41. Cook, T.D.,& Campbell, D.T. (1979). Quasi-experimentation:design & analysis issues for field settings. Boston:Houghton Mifflin Company.
42. Cook, D.A.,& Smith, A.J. (2006). Validity of index of learning style scores: multitrait-multimethod comparison with three cognitive/learning style instruments. Medical Education,40(9),900-907.
43. Cookson, P. (1989). Research on Learners and Learning in Distance Education:A Review. American Journal of Distance Education,3(2),22-34.
44. Cordingley, P., Bell, M., Evans, D.,& Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review:How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? In Research Evidence in Education Library. London:EPPI-Centre.
45. Cordingley, P., Bell, M., Isham, C., Evans, D.,& Firth, A. (2007). What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? In Research Evidence in Education Library. London:EPPI-Centre.
46. Creed, C.,& Perraton, H. (2001). Distance Education in the E-9 Countries. Paris: UNESCO.
47. Cuban, L. (2001). Oversold and underused:Computers in the classroom. Cambridge, MA:Harvard University Press.
48. Curry L. (1981). Learning preferences in continuing medical education. Canadian Med Assoc J.,124(5),535-536.
49. Daniel, J.,& Marquis, C. (1979). Interaction and Independence:Getting the mixture right. Teaching at a Distance,14,29-44.
50. Darling-Hammond, L. (1994). Professional Development Schools:schools for developing a profession. New York:Teachers'College Press.
51. Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership,55(5),6-11.
52. Design-Based Research Collective. (2003). Design-based research:An emerging paradigm for educational inquiry. Educational Researcher,32(1),5-8.
53. Dede, C., Whitehouse, P.,& Brown L'Bahy, T. (2002). Designing and studying learning experiences that use multiple interactive media to bridge distance and time. In C. Vrasidas & G.V. Glass (Eds.), Distance education and distributed learning (pp.1-29). Charlotte, NC:Information Age Publishing, Inc.
54. Donnelly, M.B., Dove, T., Tiffany-Morales, J., Adelman, N.,& Zucker, A. (2002). Technology-related professional development in the context of educational reform: A literature review. Arlington, VA:SRI International.
55. Encyclopedia of Mental Disorders. Definition of Intervention. Retrieved February 27,2010 from http://www.minddisorders.com/Flu-Inv/Intervention.html.
56. Engestrom, Y. (1993). Developmental studies of work as a testbench of activity theory:Analyzing the work of general practitioners. In S. Chaiklin & J. Lave (Eds.), Understanding practice:Perspectives on activity and context (pp.64-103). Cambridge:Cambridge University Press.
57. Erdos, P.,& Renyi., A. (1960). On the Evolution of Random Graphs. Publ. Math.Inst.Hung.Acad.Sci,5,17-61.
58. Evans, L. (2002). What constitutes teacher development?. Oxford Review of Education,28(1),123-137.
59. Fabos, B.,& Young, M.D. (1999). Telecommunications in the classroom: Rhetoric versus reality. Review of Educational Research,69(3),217-259.
60. Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., et al. (2005). Factors Influencing the Transfer of Good Practice. London:Department for Education and Skills.
61. Flood, R.L. (1995). Total Systems Intervention (TSI):a Reconstitution. Journal of the Operational Research Society,46(2),174-191.
62. Flood, R.L.,& Jackson, M.C. (1991). Total Systems Intervention:A Practical Face to Critical Systems Thinking. Systems Practice,4(3),197-213.
63. Flood, R.L.,& Jackson, M.C. (1991). Creative Problem Solving:Total Systems Intervention. Chichester:Wiley.
64. Freese, L. (1997). Evolutionary Connections. Greenwich, CT:JAI.
65. Gall, M. M., Borg, W & Gall, J. J. (1996). Educational Research:An Introduction (6th ed.). New York:Addison Wesley Longman.
66. Galusha, J.M. (1997). Barriers to Learning in Distance Education. Interpersonal Computing and Technology Journal,5,6-14.
67. Garrison, D.R., Anderson, T.,& Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education,15(1),7-23.
68. Gilbert, P.K.,& Dabbagh, N. (2005). How to structure online discussions for meaningful discourse:a case study. British Journal of Educational Technology, 36(1),5-18.
69. Ginns, I., Heirdsfield, A., Atweh, B.,& Watters, J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1),111-133.
70. Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review,20,23-36.
71. Handal, G,& Lauvas, P. (1987). Promoting reflective teaching:supervision in practice. Milton Keynes, UK:SRHE/Open University Enterprises.
72. Hara, N.,& Kling, R. (2001). Student distress in Web-based distance education. EDUCAUSE Quarterly,3.
73. Hardin, D. Instructional. Retrieved February 27,2010 from http://www.webconceptsunlimited.com/IPT560Toolkit/Instructional. htm.
74. Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching:History and Practice,6(2),151-182.
75. Hawley, A.H. (1984). Human Ecological and Marxian Theories. American Journal of Sociology,89,904-917.
76. Haythornthwaite, C., Kazmer, M., Robins, J.,& Shoemaker, S. (2000). Community development among distance learners:Temporal and technological dimensions. Journal of Computer-Mediated Communication,6(1), Retrieved April 8,2010 from http://jcmc.indiana.edu/vol6/issuel/haythornthwaite.html.
11. Hazelden. What is an intervention? Retrieved February 27,2010 from http://www.hazelden. org/web/public/faqintervention.page.
78. Helleve, I. (2009). Theoretical Foundations of Teachers'Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.1-19). New York:Information Science Reference.
79. Hill, J.R. (2002). Overcoming obstacles and creating connections:Community building in Web-based learning environments. Journal of Computing in Higher Education,14(1),67-86.
80. Hiltz, S. R.,& Turoff, M. (2002). What makes learning networks effective? Communications of the ACM,45(4),56-59.
81. Honey, P.,& Mumford, A. (1992). The Manual of Learning Styles (third edition). Maidenhead:Peter Honey.
82. ISTE. (2008). National Educational Technology Standards for Teachers 2008. Retrieved January 13,2010, from http://www.iste.org/Content/NavigationMenu/ NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm.
83. Jeong, H., Mason, S., Barabasi, A.-L.,& Oltvai, Z.N. (2001). Lethality and centrality in protein networks. Nature,411,41-42.
84. Jeong, H., Tombor, B., Albert, R., Oltvai, Z.N.& Barabasi, A.-L. (2000). The large-scale organization of metabolic networks. Nature,407,651-654.
85. Johnson, C. M. (2001). A survey of current research on online communities of practice. Internet and Higher Education,4,45-60.
86. Jonathan, H. T. (2002). The Structure of Sociological Theory. Belmont, CA: Wadsworth Publishing.
87. Jung, I.S. (2005). ICT-Pedagogy Integration in Teacher Training:Application Cases Worldwide. Educational Technology & Society,8(2),94-101.
88. Kaye, A.,& Rumble, G. (1981). Distance teaching for higher and adult education. London:Croom Helm.
89. Ke, F.,& Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development,57(4),487-510.
90. Keegan, D. (1986). The Foundations of Distance Education. London:Croom Helm.
91. Keirsey, D.,& Bates, M. (1984). Please understand me:Character & temperament types. Del Mar, CA:Prometheus Nemesis Book Company.
92. Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education,32(4),505-519.
93. Knapper, C. (1988). Lifelong Learning and Distance Education. American Journal of Distance Education,2(1),63-72.
94. Knowles, M. (1980). The Modern Practice of Adult Education:From Pedagogy to Andragogy. Chicago:Follett Publishers.
95. Knox, A. (1977). Adult Learning and Development. San Francisco:Jossey-Bass.
96. Koehler, M. J.,& Mishra, P. (2008). Introducing TPACK. In A. A. o. C. f. T. E. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (pp.3-29). New York:Routledge.
97. Kolb, A.Y.,& Kolb, D.A. (2005). The Kolb Learning Style Inventory-Version 3.1 2005 Technical Specifications. Retrieved March 31,2010 from http://www. learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf.
98. Kolb, D. A. (1984). Experiential learning:Experience as the source of learning and development. New Jersey:Prentice-Hall.
99. Korthagen, F.,& Kessels, J. P. (1999). Linking theory and practice:Changing the pedagogy of teacher education. Educational Researcher,28(4),4-17.
100.Korthagen, F.,& Wubbels, T. (2001). Learning from practice. In F.A.J. Korthagen, J.P. Kessels, B. Koster; B. Lagerwerf,& T. Wubbels (Eds.), Linking practice and theory. The pedagogy of realistic teacher education (pp.32-50). Mahwah, N.J.: Lawrence Erlbaum Associates.
101.Kowch, E.,& Schwier, R. (1997). Considerations in the construction of technology-based virtual learning communities. Canadian Journal of Educational Communication,26(1),1-12.
102.Kuan-Chou, C.,& Keh-Wen, C. (2008). Building an e-Learning System Model with Implications for Research and Instructional Use. Proceedings of World Academy of Science:Engineering & Technology,30,479-481.
103.Lave, J.,& Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge:Cambridge University Press.
104.Lortie, D.C. (1975). Schoolteacher:A sociological study. Chicago:University of Chicago Press.
105.Malinowski, B. (1964). A Scientific Theory of Culture and Other Essays. London: Oxford University.
106.Meyer, K. (2003). Face-to-face versus threaded discussions:the role of time and higher-order thinking. Journal of Asynchronous Learning Networks,7(3),55-65.
107.McIntyre, D.J.,& Byrd, D.M. (Eds.). (1998). Strategies for career-long teacher education. Teacher Education Yearbook VI. Thousand Oaks, CA:Corwin Press.
108.McKenney, S,& Van den Akker, J. (2005). Computer-Based Support for Curriculum Designers:A Case of Developmental Research. Educational Technology Research & Development,53(2),41-46.
109.McKenzie, J. (2000). Beyond Technology:Questioning, Research and the Information Literate School Community. Bellingham:FNO Press.
110.McMillan, D. W.,& Chavis, D. M. (1986). Sense of community:A definition and theory. Journal of Community Psychology,14(1),6-23.
111.Meacham, D.,& Evans, D. (1989). Distance Education:The Design of Study Materials. Wagga Wagga:Open Learning Institute, Charles Stuart University.
112.Merriam, S. B. (1988). Case Study Research in Education:A Qualitative Approach. San Francisco, CA:Jossey-Bass.
113.Merriam, S.B.,& Caffarella, R.S. (1999). Learning in Adulthood:A Comprehensive Guide. San Francisco, CA:Jossey-Bass.
114.Moore, M.G. (1973). Toward a Theory of Independent Learning and Teaching. The Journal of Higher Education,44(9),661-679.
115.Moursund, D.,& Bielefeldt, T. (1999).Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA:Milken Exchange on Education Technology.
116.Muilenburg, L.Y.,& Berge, Z.L. (2001). Barriers to distance education:A factor analytic study. The American Journal of Distance Education,11(2),39-54.
117.Muilenburg, L.Y.,& Berge, Z.L. (2005). Student Barriers to Online Learning:A factor analytic study. Distance Education,26(1),29-48.
118.Mumbi, K.,& Mesut, D. (2004). Using anchored instruction to teach preservice teachers to integrate technology in the curriculum. Journal of Technology and Teacher Education,12(3),431-445.
119.NCRTI. What is RTI?. Retrieved March 8,2010 from http://www.rti4success.org/ index.php?option=com_frontpage&Itemid= 1.
120.NCRTI. (2006). The Response to Intervention (RtI) Model. Retrieved March 8, 2010 from http://www.fldoe.org/ese/pdf/y2006-8.pdf.
121.NCRTI. (2008). A Tiered Service-Delivery Model. Retrieved March 8,2010 from http://www.rti4success.org/images/stories/RTIManual/rtimanualsection3tierservi cedeliverymodel.pdf.
122.Notar, C.E., Wilson, J.D.,& Montgomery, M.K. (2005). A distance learning model for teaching higher order thinking. College Student Journal,39,17-25.
123.Oaks, M. (1996). Western Cooperative for educational telecommunications. Washington State University. http://www.wiche.edu/telecom/techWASU.html.
124.Osika, E. (2006). The Concentric Support Model:A Model for the Planning and Evaluation of Distance Learning Programs. Online Journal of Distance Learning Administration,9(3). Retrieved February 24,2010 from http://www.westga.edu/～distance/ojdla/fall93/osika93.
125.Palloff, R. M.,& Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco:Jossey-Bass Publishers.
126.Parsons, T. (1951). The Social System. New York:Free Press.
127.Parsons, T. (1961). Theories of Society:foundations of modern sociological theory. New York:Free Press.
128.Parsons, T. (1968). The Structure of Social Action. New York:Free Press.
129.Parsons, T.,& Shils, A. (1976). Toward a General Theory of Action. Cambridge MA:Harvard University Press.
130.Perkins, D. (2000). "The big question is how to show up without showing up". In D. T. Gordon (Ed.), The Digital Classroom (pp.87-89). Cambridge, MA:Harvard Education News Letter.
131.Petrides, L.A. (2002). Web-based technologies for distributed (or distance) learning:Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media,29(1),69-77.
132.Pickering, J., Pachler, N.,& Daly, C. (Eds.). (2007). New designs for teachers' professional learning. Bedford Way Papers. London:Institute of Education, UoL
133.Ravasz, E.,& Barabasi, A.-L. (2003). Hierarchical organization in complex networks. Physical Review,67(2),026112-1—026112-7.
134.Rekkedal, T. (1983). Enhancing student progress in Norway. Teaching at a Distance,23,19-24.
135.Robinson, B. (2001). Mongolia. In O. Jegede & G. Shive (Eds.), Open and Distance Education in the Asia Pacific Region (pp.131-152). Hong Kong:Open University of Hong Kong Press.
136.Robinson, B.,& Latchem, C. (2002). Open and distance teacher education:uses and models. In B. Robinson & C. Latchem (Eds.), Teacher education through open and distance learning, World review of distance education and open learning:Volume 3 (pp.28-47). London:Routledge.
137.Romanelli, F., Bird, E.,& Ryan, M. (2009). Learning Style:A Review of Theory, Application, and Best Practices. American Journal of Pharmaceutical Education, 73(1),1-5.
138.Romiszowsky, A.,& Mason, R. (1996). Computer-mediated communication. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp.438-456). New York:Simon & Schuster Macmillan.
139.Rudestam, K. E.,& Schoenholtz-Read, J. (2002a). The Coming of Age of Adult Online Education. In K. E. Rudestam & J. Schoenholtz-Read (Eds.), Handbook of Online Learning. Thousand Oaks:Sage.
140.Russell, M.,& Ginsburg, L. (1999). Learning online:Extending the meaning of community:A review of three programs from the Southeastern United States. National Center for Adult Literacy, Philadelphia, PA. SouthEast and Islands Regional Technology in Education Consortium, Greensboro, NC.
141.Sachs, J. (2003). The Activist Teaching Profession. Buckingham:Open University Press.
142. Sanderson, S.K. (1995). Social Transformations:A General History of Historical Development. Cambridge, MA:Blackwell.
143.Schifter, C. (2008). Infusing Technology into the Classroom:Continuous Practice Improvement. Hershey, PA:IGI Global.
144.Schon, D. (1983). The reflective practitioner:How professionals think in action. New York:Basic.
145.Schrire, S. (2006). Knowledge building in asynchronous discussion groups:going beyond quantitative analysis. Computers and Education,46,49-70.
146.Scott, S. (2009). The Theory and Practice Divide in Relation to Teacher Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.20-40). New York:Information Science Reference.
147.Sewart, D. (1993). Student support systems in distance education. Open Learning, 8(3),3-12.
148.Sewart, D., Holmberg, B.,& Keegan, D. (1983). Distance Education: International Perspectives. Beckenham, Kent:Croom Helm.
149.Sheets, M.F. (1992). Characteristics of Adult Education Students and Factors Which Determine Course Completion:A Review, New Horizons in Adult Education,6,3-19.
150.Simpson, O. (2002). Supporting students in online, open and distance learning. London:Routledge.
151.Smith, A. (1863). An inquiry into the nature and causes of the wealth of nations. London:A & C Black.
152.Soloman, B.A.,& Felder, R.M. (1991). Index of Learning Styles. Retrieved March 30,2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ ILSdir/ILS-a.htm.
153.Song, L., Singleton, E.S., Hill, J.R.,& Koh, M.H. (2004). Improving online learning:Student perceptions of useful and challenging characteristics. Internet and Higher Education,7,59-70.
154.Steffy, B. E., Wolfe, M. P., Pasch, S. H.,& Enz, B.J. (Eds.). (2000). Life cycle of the career teacher. Thousand Oaks:Kappa Delta Pi and Corwin Press, Inc.
155.Steinkuehler, C. A. (2004). Learning in massively multiplayer online games. In Proceedings of the 6th international conference on learning sciences, Los Angeles, California (pp.521-528).
156.Stevens-Long, J.,& Crowell, C. (2002). The Design and Delivery of Iteractive Online Graduate Education. In K. E. Rudestam & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (pp.151-169). Thousand Oaks, CA:Sage Publications.
157.Teachers Matter. (2005). Attracting, developing and retaining effective teachers, OECD rapport. Retrieved April 6,2010 from http://www.oecd.org/document/52/ 0,3343,en_2649_201185_34991988_1_1_1_1,00.html.
158.Tu, C. H.,& Corry, M. (2002). E-Learning communities. The Quarterly Review of Distance Education,3(2),207-218.
159.United Nations Educational, Scientific and Cultural Organization [UNESCO]. (1966). Recommendation Concerning the Status of Teachers. Retrieved April 6, 2010 from http://www.unesco.org/education/pdf/TEACHE_E.PDF.
160.Van den Akker, J. Gravemeijer K. McKenney S.,& Nieveen N. (2006). Educational Design Research. London:Routledge.
161.Van den Berghe. (1991). Once More With Feeling:Genes, Mind and Culture. Behavioral and Brain Sciences,14,317-318.
162.Vavasseur, C. B.,& MacGregor, S. K. (2008). Extending Content-Focused Professional Development through Online Communities of Practice. Journal of Research on Technology in Education,40(4),517-536.
163.Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course:A case study. Internet and Higher Education,6,77-90.
164.Vrasidas, C.,& Glass, G.V. (Eds.). (2004). Online professional development for teachers. Charlotte, NC:Information Age Publishing, Inc.
165.Vrasidas, C.,& Glass, G.V. (Eds.). (2005). Preparing teachers to teach with technology. Charlotte, NC:Information Age Publishing, Inc.
166.Vrasidas, C.,& Glass, G.V. (2007). Teacher Professional Development and ICT: Strategies and Models. Yearbook-National Society for The Study of Education, 106(2),87-102.
167.Vygotsky, L. (1978). Mind in society:The development of higher psychological processes. Cambridge MA:Harvard University Press.
168.Wang, F.,& Hannafin, M.J. (2005). Design-Based Research and Technology-Enhanced Learning Environments. Educational Technology Research and Development,53(4),5-23.
169.Watts, D.J.,& Strogatz, S.H. (1998). Collective dynamics of 'small-world' networks. Nature,393,440-442.
170.Wegerif, R. (2007). Dialogic Education and Technology. New York:Springer.
171.Wenger, E. (1998). Communities of practice:learning, meaning and identity. Cambridge:Cambridge University Press.
172.Whitehouse, P., McCloskey, E.,& Ketelhut, D.J. (2009). Online Pedagogy Design and Development:New Models for 21st Century Online Teacher Professional Development. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.247-262). New York:Information Science Reference.
173.WikiAnswers. What does intervention mean? Retrieved February 27,2010 from http://wiki.answers.com/Q/What_does_intervention_mean.
174.Wood, D.J., Bruner, J.S.,& Ross, G. (1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry,17,89-100.
175.Wood, H. (1996). Designing Study Materials for Distance Students. Charles Sturt University, Australia. Retrieved March 28,2002 from http://www.csu.edu.au/ division/OLI/oli-rd/occpapl 7/design.htm.
176.Yin, R. K. (1994). Case study research:Design and methods (2nd ed.). Thousand Oaks, CA:Sage.
177.Zimmerman, B.J., Bonner, S.,& Kovach, R. (1996). Developing self-regulated learners. Washington:American Psychological Association.
178.Zygouris-Coe, V.I.,& Swan, B. (2009). Challenges of Online Teacher Professional Development Communities:A Statewide Case Study in the United States. In J.O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development:Methods for Improved Education Delivery (pp.114-133). New York:Information Science Reference.
1.百度百科.达尔文进化论[EB/OL]. (2009-12-25) [2010-2-28]. http://baike.baidu.com/view/453552.htm.
2.池丽萍,辛自强.大学生学习动机的测量及其与自我效能感的关系[J].心理发展与教育,2006(2)：64-70.
3.丁兴富.论远程教育中的学生学习支助服务[J].中国电化教育,2002(3)：56-59.
4.杜红梅.移情与后果认知训练对儿童欺负行为影响的实验研究[D].重庆：西南师范大学教育科学学院,2004.
5.顾小清.国际化视野中的教师教育技术能力标准[J].中国信息技术教育,2008(4)：16-19.
6.胡成璋.西方经济学中的自由放任与国家干预理论探微[J].湖南文理学院学报(社会科学版),2006(3)：131-133.
7.胡海波,王林.幂律分布研究简史[J].物理,2005(34)：889-896.
8.惠康,任保平.西方经济学国家干预理论的述评[J].西安邮电学院学报,2007(7)：50-54.
9.教育部.教育部关于加快推进全国教师教育网络联盟计划,组织实施新一轮中小学教师全员培训的意见[EB/OL]. (2004-11-18) [2010-1-13]. http://www.jswl.cn/xiang.asp?id=163.
10.教育部.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL]. (2005-4-4) [2010-1-13].http://www.moe.edu.cn/edoas/ website18/level3.jsp?tablename=1583&infoid=15908.
11.教育部.教育部关于印发《中小学教师教育技术能力标准(试行)》的通知[EB/OL].(2004-12-25)[2010-1-13].http://www.moe.edu.cn/edoas/ websitel8jsp?tablename=603＆infoid=7837.
12.教育部.教育部关于在中小学设施“校校通”工程的通知[EB/OL]. (2000-11-13)[2010-1-13].http://www.edu.cn/20020327/3023655. shtml.
13.教育部.农村中小学现代远程教育工程试点工作方案[EB/OL]. (2003-11-13) [2010-1-13].http://www.moe.edu.cn/edoas/website18/81/info6181.htm.
14.李爽,陈丽.美国国家教师相关标准及其对我国教师信息能力标准制定的启发[J].电化教育研究,2003(5)：68-71.
15.李银玲.教师远程培训中在线干预设计—环境适应的视角[D].上海：华东师范大学教育科学学院,2008.
16.林毅夫.要素禀赋比较优势与经济发展[J].中国改革,1999(8)：14-16.
17.刘灿.经济自由主义和国家干预：一个基于经济思想史的理论回顾[J].福建论坛·人文社会科学版,2009(12)：4-10.
18.吕红梅.国家干预的理论演进与西方政府经济职能的调整[J].北方经济,2008(5)：49-50.
19.倪小鹏.基于设计的研究方法、实例和应用[J].中国电化教育,2007(8)：13-16.
20.穆肃.准实验研究及其设计方法[J].中国电化教育,2001(12)：13-16.
21.彭文珊,王根瓊,沈芳汶,龔世芬.叙述性研究[EB/OL].[2010-2-7]. http://s16.ntue.edu.tw/flame/teachers/fen/論文寫作／個案研究.doc.
22.邱皓政.工作动机的内生性与外生性：台湾与美国大学生动机内涵之计量研究[J].应用心理研究,2000(7)：221-251.
23.邱皓政.量化研究与统计分析—SPSS中文视窗版数据分析范例解析[M].重庆：重庆大学出版社,2009.
24.王世庆.从学习者个体差异到动态教学策略[J].天津外国语学院学报,2005(3)：51-56.
25.王文静.基于情境认知与学习的教学模式研究[D].上海：华东师范大学教育科学学院,2002.
26.吴大琨.当代资本主义：结构·特征·走向[M].上海：上海人民出版社,1991.
27.吴明隆.SPSS统计应用实务：问卷分析与应用统计[M].北京：科学出版社,2003.
28.闫寒冰.信息化教学的学习支架研究[J].中国电化教育,2003(11)：18-21.
29.杨南昌.基于设计的研究：正在兴起的学习研究新范式[J].中国电化教育,2007(5)：6-10.
30.杨南昌.学习科学视域中的设计研究[D].上海：华东师范大学教育科学学院,2008.
31.英特尔.十余年“芯”系教育教育成就创新[EB/OL]. (2009) [2010-1-13]. http://www.intel.com/cd/corporate/education/apac/zho/teach/422594 .htm.
32.张海旺,梁金霞.现代西方经济学关于市场调节和国家干预理论的变化过程[J].理论探索,1995(5)：49-51.
33.张立,刘云.网络舆论传播的无标度特性及其衰减模型的研究[J].北京交通大学学报,2008(2)：67-70.
34.张维迎.博弈论与信息经济学[M].上海：上海人民出版社,2004.
35.张文兰,刘俊生.基于设计的研究—教育技术学研究的一种新范式[J].电化教育研究,2007(10)：13-17.
36.张晓春.样本调查研究[A].杨国枢.社会及行为科学研究法[C].重庆：重庆大学出版社,2006.185-205.
37.郑秉文.市场作用与国家干预理论的历史回顾[J].浙江学刊,1992(6)：84-88.
38.祝智庭,黎加厚.走向中国教育改革实践的英特尔未来教育[J].电化教育研究,2003(4)：3-8.
39.祝智庭.设计研究作为教育技术的创新研究范式[J].电化教育研究,2008(10)：30-31.