Situated Cognition and the Culture of Learning
情境教学概念
情境教学概念2.⼀、问题情境的含义⼼理学研究表明〔创，学⽣最初学习时经历的认知线索直接影响着今后对相关知识经验的提取，个体具有丰富体验的形象化、条理清楚、联系⼴泛的图式化知识更有利于记忆和提取。
1.1情境教学的界定情境教学的核⼼是“情境”，从词义上说，“情景”和“情境”之间是有区别的。
“情景”的“景”是具体、直观和吸引⼈的。
“情境”的“境”是指构成和蕴涵在情景中的那些相互交织的因素及其相互之间的关系，从内涵看，情境要⽐情景丰富、复杂得多。
数学课程着眼于后者，但脱离了数学课程的背景，去区别这两个词，就没有意义了。
⽆论我们谈及“情景”还是“情境”都不是观赏性的停留在表⾯，⽽是为了深⼊进去，研究情景背后的故事，找出与数学有关的线索。
因此，在数学课程⾥(不是⽣活⾥)的“情景与情境”可以看成⼀回事，这不会引起歧义，也⽅便⼴⼤教师理解。
情境教学的概念，⾸先由Br。
wn.c。
11in.Duguid在1989年⼀篇名为《情境认知与学习⽂化》(SituatedCognitionandtheCulture。
fLearning)的论⽂中提出的。
他们认为“知识只有在它们产⽣及应⽤的情境中刁‘能产⽣意义。
知识绝不能从它本⾝所处的环境中孤⽴出来，学习知识的最好⽅法就是在情境中进⾏。
”〔1]关于情境教学有各种不同的表述。
教育⼤辞典中给出这样的定义:情境教学就是运⽤具体⽣动的场景，以激起学⽣主动的学习兴趣、提⾼学习效率的⼀种教学⽅法「2]。
钟启泉教授认为“情境教学是指创设含有真实事件或真实问题的情境，学⽣在探究事件或解决问题的过程中⾃主地理解知识、建构意义。
”〔3」李吉林⽼师认为:“情境教学就是从‘情’与‘境’‘情’与‘辞’、‘情’与‘理’、‘情’与‘全⾯发展’的辨证关系出发，创设典型的场景，激起⼉童热烈的情绪，把情感活动和认知活动结合起来所创建的⼀种教学模式。
”【4]从本质上说，教学情境就是以直观⽅式再现书本知识所表征的实际事物或者实际事物的相关背景。
获取文献原文途径与技巧.
会议文献的特征通常包括：
1.会议特征，如Conference,Congress,等 2.主办会议的机构特征，如Society, Assciation等 3.会议文献类型的特征，如会前出版物的Paper，会后出版物的 Proceedings 。
有些会议定期召开，其会议文献也定期出版，从而形成了连续性
出版物，这些出版物虽然也有proceeding字样，但各图书馆或信息 机构都视为期刊来收藏。
外文参考文献：
LOGO
[01] Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Prentice Hall Regents, 1994. [02] Brown, J Set al. Situated Cognition and the Culture of Learning[J]. Educational Reasercher, 1, 1989. [03] Chris, Dede. The Evolution of Constructivist Learning Envi-ronments: Immersion in Distributed Virtual Worlds[J]. Ed-ucational Technology, Sept-Oct, 1995. [04] Hymes, D.On communicative competence[M]. J. B. Pride; J. Holmes (eds). Sociolinguistics. Harmondsworth: Penguin, 1972. [05] L. E. Sarbaugh. Intercultural communication[M]. New Brunsw-ick, N.J.U.S.A: Transaction Books, 1988. [06] Puhl, A.. Classroom A ssessment[J]. EnglishTeaching Forum, 1997. [07] Thomas, Jenny. Cross-cultural Pragmatic Failure[J]. Applied Linguistics, 1983, (4): 91-111. [08] William B Gudykunst. Intercultural communication theory[M]. Beverly Hills, CA: Sage Pub, 1983.
(完整版)情境认知理论
一、对情境认知理论的理解及其在教育教学领域中教学改革、人才培养、网络教学、资源开发等方面的运用情境认知理论(Situated Cognition)是继行为主义“刺激—反应”学习理论与认知心理学的“信息加工”学习理论后，与建构主义大约同时出现的又一个重要的研究取向，它试图纠正刺激反应和符号学说的失误。
情境认知理论试图纠正认知的符号运算方法的失误，特别是完全依靠于规则与信息描述的认知，仅仅关注有意识的推理和思考的认知，忽视了文化和物理背景的认知。
情境认知理论强调：学习的设计要以学习者为主体，内容与活动的安排要与人类社会的具体实践相联通，最好在真实的情景中，通过类似人类真实实践的方式来组织教学，同时把知识和获得与学习者的发展、身份建构等统合在一起。
总之，情境认知理论的观点影响着教学系统设计与学习环境开发等多方面的教学理念，为信息技术与课程整合、计算机支持协作学习和虚拟学习共同体的建设等教育技术的新领域提供了理论依据。
1、情景认知理论在教学改革中的应用（1）创设情境认知教学环境将理论与实践相结合（2）在情境认知教学环境中学习激发学生的自主学习能力和学习动力（3）采用情境认知理论教学促进教师职能转变（4）情境认知教学环境有利于科研与教学互相促动互相渗透教学目标情境认知理论认为：学习的实质是个体参与实践，与他人、环境相互作用的过程学习者应主动利用经验和知识参与实践活动。
具体地说，就是要培养学生的自学能力、研究能力、思维能力、表达能力、让学生学会认知，学会做事。
教学内容不把教材作为一种目的，不把教材中的知识作为唯一的教学内容，而是一种素材教学的内容不仅包含课本知识，教师还要设计与所教课程相关的问题与环境，激发学生学习的内在动力，促进对问题进行探究，帮助学生掌握更多的知识，发展相应的能力。
教学过程情境认知理论的教学目的是通过发展学生的认知水平实现的。
在教学过程中，教师不是先引导学生复习旧知识然后才开始新内容的学习，而是把课题摆在学生面前设计有利于学生发挥潜力的情境，激发学生的认知兴趣，由学生自己去学习知识，寻求问题的答案，学生从被动的接受者和知识的灌输对象转变为知识的主动构建与学习者，教师从知识传输的执行者转向学生知识学习的帮助者、参与者、组织者和促进者。
situational teaching method 情景式教学法
Situational Teaching Method in Primary School English Teachingby陆雅琼A thesis presented to the School of English Education ofXi’an International Studies Universityin partial fulfillment of the requirementsfor the degree ofBachelor of ArtsMay 15, 2013Class: 09-5Advisor: 刘全利西安外国语大学毕业论文开题报告AcknowledgementsI’d like to take this opportunity to extend my best regards to those who have helped me with my graduate thesis.In writing this paper, I have benefited from the presence of my teachers and my classmates. They generously helped me collect materials I need and made many invaluable suggestions. I hereby extend my grateful thanks to them for their kind help, without which the paper would not have been what it it. Particularly, I am deeply indebted to Ms. Liu, my supervisor, who guided me throughout my writing of this thesis. She carefully read the whole draft and offered precious criticism. Her standards of academic excellence have made my revision exciting and gratifying experience. I also wish to sincerely thank my classmates and friends, whose brilliant ideas and perceptive observations have proved immensely constructive.“情景式教学法”在小学英语教学中的应用摘要：传统小学英语教学模式就是老师在课堂上教授，学生做一些简单的听、说、读、写以及背诵。
教师在教学中如何帮学生提高记忆效率
教师在教学中如何帮学生提高记忆效率【摘要】学生们每天都在对多个科目的知识进行学习，大脑接受的信息量非常的大，如何帮助学生提高对所学知识的记忆效率就显得尤为重要，这也是教师的一大教学任务。
提高记忆效率的渠道多种多样，本文主要是介绍了记忆的方法，和如何掌握记得快、记得牢、记得准的要领。
【关键词】记忆力；记忆效率；长时间；内容；理解记忆；培养兴趣；首先我们来了解一下什么是记忆。
记忆是一个复杂的过程，识记、保持、再认或回忆是记忆的三个基本环节。
识记是识别和记住事物；保持是巩固已获得的知识经验的过程；回忆和再认就是在不同的情况下恢复过去经验的过程，经验过的事物不在面前，能把它重新回想起来称记忆，当经验过的事物再度出现时，能把它认出来称再认。
记忆过程中的三个环节是相互联系、相互支撑的。
从信息加工的观点来看，记忆就是对输入信息的编码、储存和提取的过程。
记忆把人的过去、现在和未来连接为一个整体。
没有记忆参与，知觉过程就不可能实现；没有记忆也就不可能有思维活动。
人有了记忆，才能够积累经验、扩大经验。
记忆是心理过程在时间上的持续。
有了记忆，前后的经验才能够联系起来，使心理活动成为一个发展的、统一的过程。
人们通过丰富自己的记忆内容，最终形成独具魅力的个性。
下面，我将结合实际问题具体谈谈教师在教学过程中如何通过科学的方法提高的学生记忆效率。
1.情境教学法情境教学的概念，首先是由Brown，Collin，Duguid 在1989 年的一篇名为《情境认知与学习文化》（Situated Cognition and the Culture of Learning）的论文中提出的。
他们认为“知识只有在它们产生及应用的情境中才能产生一定的意义。
知识绝不能从它本身所处的环境中孤立出来，学习知识的最好方法就是在情境中进行。
”关于情境教学有各种不同的表述：“情境教学就是运用具体生动的场景，以激起学生主动的学习兴趣、提高学习效率的一种教学方法”“情境教学是从教学的需要出发，教师根据教材创设以形象为主体，富有感情色彩的具体场景或氛围，激起和吸引学生主动学习，从而达到最佳教学效果的一种教学方法”。
论文 参考文献
论文参考文献1.参考文献著录项目(1)著作：[序号] 主要责任者.著作名[M].其他责任者.版本项.出版地：出版者，出版年：引文页码.(2)连续出版物：[序号]主要责任者.题名[J].年，卷(期)-年，卷(期).出版地：出版者，出版年.(3)连续出版物中的析出文献：[序号] 析出文献主要责任者.析出文献题名[J].连续出版物题名：其他题名信息，年，卷(期)：页码.(4)专著中的析出文献：[序号] 析出文献主要责任者.析出文献题名[C].析出文献其他责任者//专著主要责任者.专著题名.版本项.出版地：出版者，出版年：析出文献的页码.(5)电子文献：[序号] 主要责任者.题名[文献类型标志/文献载体类型标志].出版地：出版者，出版年(更新或修改日期)[引用日期]获取或访问路径.2.参考文献类型及其标志(1)以单字母方式标志以下各种参考文献类型：参考文献类型普通图书会议论文报纸文章期刊文章学位论文报告标准专利汇编档案古籍参考工具文献类型标志 M C N J D R S P G B O K(2)对于其他未说明的文献类型，建议采用单字母“Z”。
(3)对于数据库(Database)、计算机程序(Computer Program)及电子公告(Electronic Bulletin Board)等电子文献类型的参考文献，建议以下列双字母作为标志：电子文献类型数据库计算机程序电子公告电子文献类型标志 DB CP EB(4)电子文献的载体类型及其标志对于非纸张型载体的电子文献，当被引用为参考文献时需在参考文献类型标志中同时标明其载体类型。
建议采用双字母表示电子文献载体类型：电子文献载体类型磁带磁盘光盘联机网络电子文献载体类型标志 MT DK CD OL载体类型标志含义 Magnetic Tape Disk CD-ROM Online并以下列格式表示包括了文献载体类型的参考文献类型标志：[文献类型标志/载体类型标志]如：[DB/OL] 联机网上数据库(Database Online);[DB/MT] 磁带数据库(Database on Magnetic Tape);[M/CD] 光盘图书(Monograph on CD-ROM);[CP/DK] 磁盘软件(Computer Program on Disk);[J/OL] 网上期刊(Serial Online);[EB/OL] 网上电子公告(Electronic Bulletin Board Online)。
国外教育技术经典书目
Classic Writings in Educational Technology1. Instructional Technology Foundations (7)1.1 Dale, Edgar (1946). Audiovisual Methods in Teaching (1st ed.). New York: Dryden Press. Part I,pp.2-66.1.2 Heinich, R. (1984). The proper study of instructional technology. Educational Communication andTechnology Journal32 (2), 67-87.1.3 Eraut, Michael. (1994). Educational technology: Conceptual frameworks and historical development.In Torsten Husen, & T. Neville Postlethwaite (Eds.). The International Encyclopedia of Education (2nd ed). Oxford: Elsevier Science.1.4 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapters 1 & 2 inInstructional Media and Technologies for Learning (6th ed.). Columbus, OH: Prentice-Hall.1.5 Clark, Richard E. (1983). Reconsidering research on learning from media. Review of EducationalResearch 53(4), 445-459.-This analysis opened the debate about whether media or methods were more directly responsible for learning outcomes1.6 Kozma, Robert B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.-A major updating and reanalysis of media research from a cognitive perspective; written asa rebuttal to Clark (1983).1.7 Clark, Richard E. (1994). Media will never influence learning. Educational TechnologyResearch & Development 42(2), 21-29.-A response to Kozma (1991).2. Learning and Instruction (10)2.1 Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard educational review24,86-97.2.2 Skinner, B.F. (1968). Why teachers fail. Chapter 5 in The technology of teaching. New York:Appleton-Century-Crofts.2.3 Lockee, B., Moore, D., & Burton, J. (2004). Foundations of programmed instruction. In D.H.Jonassen (Ed.), Handbook of research on educational communications and technology, 2nd ed. (pp.545-569). Mahwah, NJ: Erlbaum.2.4 Burton, John K., Moore, David M., & Magliaro, Susan G. (2004). Behaviorism and instructionaltechnology. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.2.5 Bruner, Jerome (1990). Chapter 1, The proper study of man, in Acts of Meaning. Cambridge, MA:Harvard University Press.2.6 Brown, John Seely; Collins, Allan, & Duguid, Paul. (1989) Situated cognition and the culture oflearning. Educational Researcher (January-February), 32-42.2.7 Ertmer, Peggy & Newby, Timothy J. (1993). Behaviorism, cognitivism, constructivism: Comparingcritical features from an instructional design perspective. Performance Improvement Quarterly 6(4), 50-71.2.8 Terhart, E. (2003). Constructivism and teaching: a new paradigm in general didactics? Journal ofCurriculum Studies 35(1), 25-44.2.9 Merrill, M. David. (2002). First principles of cational Technology Research andDevelopment 50:3, 43-59.2.10 Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction des notwork: An analysis of the failure of constructivist, discovery, problem-based, experiential, andinquiry-based teaching. Educational Psychologist 41 (2), 75-86.3. Instructional Design (9)3.1 Branson, R.K. (1978, March). The interservice procedures for instructional systems development.Educational Technology, 18(3), 11-14..3.2 McCombs, B.L. (1986). The instructional systems development (ISD) model: A review of thosefactors critical to its successful implementation. Educational Communication and TechnologyJournal 31 (4), 187-199.3.3 Molenda, Michael., Pershing, James A., & Reigeluth, Charles M. (1996). Designing instructionalsystems. In Robert Craig (Ed.), The ASTD Training and Development Handbook, 4th ed. New York: McGraw-Hill.3.4 Schwen, T. M., Leitzman, D. F., Misanchuk, E. R., Foshay, W. R., & Heitland, K. M. (1984).Instructional development: The social implications of technical interventions. In R. K. Bass, & C.R. Dills (Eds.), Instructional development: The state of the art II. Dubuque, IA: Kendall Hunt. 3.5 Silber, K.H. (1998). The cognitive approach to training development: A practitioner’s assessment.Educational Technology Research & Development 46:4, 58-72.3.6 Duffy, Thomas M. & Cunningham, Donald J. (1996). Constructivism: Implications for the design anddelivery of instruction. In David H. Jonassen (Ed.). Handbook of Research for EducationalCommunications and Technology. New York: Macmillan.3.7 Willis, J. & Wright, K.E. (2000, March-April). A general set of procedures for constructivistinstructional design: The new R2D2 model. Educational Technology, 5-20.3.8 van Merrienboer, Jeroen J.G.; Clark, Richard E.; & de Croock, Marcel B. M. (2002) Blueprints forcomplex learning: The 4C/ID-Model. Educational Technology Research and Development 50:2, 39-64.3.9 -A si mplified version of van Merrienboer’s lesson framework is found in Merrill, M. David. (2002, August).A Pebble-in-the-Pond Model for instructional design, Performance Improvement 41:7, 39-44.4. Implementation and Change (4)4.1 Kerr, Stephen T. (2004). Toward a sociology of educational technology. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.4.2 van den Akker, J. (1994). Designing innovations from an implementation perspective. In Husen,Torsten & Postlethwaite, T. Neville. (Eds.). The International Encyclopedia of Education. 2nd ed.Oxford, U.K.: Elsevier Science.4.3 Cuban, Larry; Kirkpatrick, Heather; & Peck, Craig. (2001). High access and low use of technologiesin high school classrooms: Explaining an apparent paradox. American Educational ResearchJournal 38:4 (Winter), 813-834.4.4 Clayton, John S. (1979). Comment: Inhibitors to the application of technology. EducationalCommunication and Technology Journal, 27, 157-163.5. Systems Theory (3)5.1 Finn, J.D. (1956). AV development and the concept of systems. Teaching Tools 3(3), 113-114.5.2 Banathy, Bela H. & Jenlink, Patrick M. (2004). Systems inquiry and its application in education. InDavid H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates. [See especially sections 2.1.8 to 2.2.10.]5.3 Brethower, Dale M. (1999). General systems theory and behavioral psychology. In Harold Stolovitch& Erica Keeps (Eds.) Handbook of Human Performance Technology (2nd ed.). San Francisco:Jossey-Bass/Pfeiffer.6. Message Design (7)6.1 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapter 3, VisualPrinciples, in Instructional Media and Technologies for Learning (6th ed.). Columbus, OH: Prentice-Hall.6.2 Saettler, Paul (1990). Theoretical rationale for the visual instruction movement. The Evolution ofAmerican Educational Technology. Englewood, CO: Libraries Unlimited, pp. 140-143.6.3 Braden, Roberts A. (1996). Visual literacy. In David H. Jonassen (Ed.). Handbook of Research forEducational Communications and Technology. New York: Macmillan.6.4 Hartley, James. (2004). Designing instructional and informational text. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.6.5 Moore, David M.; Burton, John K.; & Myers, Robert J. (2004). Multiple-channel communication: Thetheoretical and research foundations of multimedia. In David H. Jonassen (Ed.). Handbook ofResearch for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: LawrenceErlbaum Associates.6.6 Shneiderman, B. (1992). Designing the User Interface: Strategies for effective human-computerinteraction. 2nd ed. Reading, MA: Addison-Wesley.6.6 A Chapters 16.6 B Chapters 26.6C Chapters 136.6D Afterword,6.6E, pp. 72 -73.6.7 Winn, William (1993). Perception principles. Chapter 2 in Malcolm Fleming & W. Howard Levie(Eds.), Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications.7. Digital Technologies (4)7.1 Romiszowski, Alexander & Mason, Robin. (2004). Computer-Mediated Communication. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.7.2 Hill, Janette R.; Wiley, David; Nelson, Laurie Miller; & Han, Seungyeon. (2004). Exploring Researchon Internet-Based Learning: From Infrastructure to Interactions. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ:Lawrence Erlbaum Associates.7.3 Shapiro, Amy & Niederhauser, Dale. (2004). Learning from Hypertext: Research Issues and Findings.In David H. Jonassen (Ed.). Handbook of Research for Educational Communications andTechnology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.7.4 Hannafin, Michael J. & Rieber, Lloyd P. (1989). Psychological foundations of instructional design foremerging computer-based instructional technologies,7.4A Part 1. Educational Technology Research & Development, 37(2), 91-1017.4B Part 2. ETRD, 37(2), 102-114.8. Distance Education (7)8.1 Holmberg, Börje. (2003). A theory of distance education based on empathy. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrence Erlbaum Associates.8.2 Teaching at an Internet Distance: The Pedagogy of Online Teaching and Learning, (1999). TheReport of a 1998-1999 University of Illinois Faculty Seminar. Available at/tid/report/.8.3 Institute for Higher Education Policy. (2000, April). Quality on the Line: Benchmarks for Success inInternet-Based Distance Education. Available at: /Pubs/PDF/Quality.pdf.8.4 Hannafin, Michael; Hill, Janette R.; Oliver, Kevin; Glazer, Evan; & Sharma, Priya. (2003). Cognitiveand learning factors in Web-based distance learning environments. In Michael G. Moore & WilliamG. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.5 Bonk, Curtis J. & Dennen, Vanessa. (2003). Frameworks for research, design, benchmarks, training,and pedagogy in Web-based distance education. In Michael G. Moore & William G. Anderson(Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.6 Naidu, Som. (2003) Designing instruction for e-learning environments. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.7 Bates, A.W. (1994). Distance education. In Torsten Husen & T. Neville Postlethwaite. TheInternational Encyclopedia of Education. 2nd ed. Oxford: Elsevier Science.9. Soft Technologies (5)9.1 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapter 12, Processtechnologies in Instructional Media and Technologies for Learning (6th ed.). Columbus, OH:Prentice-Hall.9.2 Grabinger, R. Scott. (1996). Rich environments for active learning. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology. New York: Macmillan. 9.3 Gredler, Margaret E. (2004). Games and simulations and their relationships to learning. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.9.4 Albanese & Mitchell (1993). Problem-based learning: A review of literature on its outcomes andimplementation issues. Academic Medicine 68(1), 52-81.9.5 Schwen, Thomas M.; Goodrum, David A; & Dorsey, Laura T. (1993). On the design of an enrichedlearning and information environment (ELIE). Educational Technology 33(11), 5-9.10. Research: Basic Concepts and Paradigms (10)10.1 Hoban, C.F. (1965). From theory to policy decisions. AV Communication Review13, 121-139.10.2 Ross, Steven M. & Morrison, Gary R. (1995). Getting Started in Instructional Technology Research.Washington DC: Association for Educational Communications and Technology.10.3 Saettler, Paul (1990).10.3A Instructional Media in WWII (pp. 186-194);10.3B The University of Chicago Experiments (pp. 224-225);10.3C Research on ID and Media (pp. 436-441) in The Evolution of American EducaitonalTechnology. Englewood, CO: Libraries Unlimited.10.4 Schwen, Thomas M. (1977). Professional scholarship in educational technology: Criteria for judginginquiry. AV Communication Review 25, 5-24.10.5 Reigeluth, Charles. & Frick, Theodore. (1999). Formative research: A methodology for improvingdesign theories. Chapter 26 in Charles M. Reigeluth (Ed.), Instructional-Design Theories andModels: A New Paradigm of Instructional Theories, Volume II. Mahwah, NJ: Lawrence-Erlbaum Associates.10.6 Knupfer, Nancy Nelson & McLellan, Hillary. (1996). Descriptive research methodologies. In DavidH. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology.New York: Macmillan.10.7 Ross, Steven M. & Morrison, Gary R. (2004). Experimental research methods. In David H. Jonassen(Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.10.8 Savenye, Wilhelmina C. & Robinson, Rhonda S. (2004). Qualitative research issues and methods:An introduction for educational technologists. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.10.9 Driscoll, Marcy (1995). Paradigms for research in instructional systems. In Gary J. Anglin (Ed.).Instructional Technology: Past, Present, and Future. Englewood, CO: Libraries Unlimited.10.10 Frick, Theodore. Type of Knowledge of Education Created Through Disciplined Inquiry./~tedfrick/typesofknowledgesept1.pdf11. Research: Directions (3)11.1 Orrill, Chandra H.; Hannafin, Michael J.; & Glazer, Evan M. (2004). Disciplined inquiry and thestudy of emerging technology. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.11.2 Reeves, Thomas C. (2000). Socially responsible educational technology research. EducationalTechnology Nov.-Dec., 19-28.11.3 Winn, William. (2002). Current trends in educational technology research: the study of learningenvironments. Educational Psychology Review 14:3 (September), 331-351.。
获取文献原文途径与技巧
LOGO
了解相关研究领域已有的成果、发展历史和当前
能启发研究者的思维、激发灵感。
原始文献的获取途径
LOGO
馆内获取： 1. 使用OPAC系统及其它目录查找 2. 利用电子资源查找 网上获取： 3.利用免费开放的期刊站点来获取文献 4. 利用Google等搜索引擎来获取文献
资源共享--通过馆际互借、原文传递服务获取到全 文文献（有偿服务）
LOGO
Z——其他未说明的文献类型 电子文献类型以双字母作为标识： DB——数据库 CP——计算机程序 EB——电子公告 非纸张型载体电子文献，在参考文献 标识中同时标明其载体类型： DB/OL——联机网上的数据库 DB/MT——磁带数据库 M/CD——光盘图书 CP/DK——磁盘软件 J/OL——网上期刊 EB/OL——网上电子公告
LOGO
科技报告的特征:
1.收集科技报告的机构或编写科技报告单位的代号,如PB原为
美国政府出版局收集的一套PB报告的代号,现为NTIS—美
国国家情报服务处的入藏号,LA 则为Los Alamos Scientific Lab 的代号; 2.报告号,即报告代号以及代号以后的号码。
学位论文的特征
间等信息。
外文参考文献：
LOGO
[01] Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Prentice Hall Regents, 1994. [02] Brown, J Set al. Situated Cognition and the Culture of Learning[J]. Educational Reasercher, 1, 1989. [03] Chris, Dede. The Evolution of Constructivist Learning Envi-ronments: Immersion in Distributed Virtual Worlds[J]. Ed-ucational Technology, Sept-Oct, 1995. [04] Hymes, D.On communicative competence[M]. J. B. Pride; J. Holmes (eds). Sociolinguistics. Harmondsworth: Penguin, 1972. [05] L. E. Sarbaugh. Intercultural communication[M]. New Brunsw-ick, N.J.U.S.A: Transaction Books, 1988. [06] Puhl, A.. Classroom A ssessment[J]. EnglishTeaching Forum, 1997. [07] Thomas, Jenny. Cross-cultural Pragmatic Failure[J]. Applied Linguistics, 1983, (4): 91-111. [08] William B Gudykunst. Intercultural communication theory[M]. Beverly Hills, CA: Sage Pub, 1983.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Situated Cognition and the Culture of Learning
John Seely Brown;Allan Collins;Paul Duguid
Educational Researcher,Vol.18,No.1.(Jan.-Feb.,1989),pp.32-42.
Stable URL:
/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2 Educational Researcher is currently published by American Educational Research Association.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use,available at
/about/terms.html.JSTOR's Terms and Conditions of Use provides,in part,that unless you have obtained prior permission,you may not download an entire issue of a journal or multiple copies of articles,and you may use content in the JSTOR archive only for your personal,non-commercial use.
Please contact the publisher regarding any further use of this work.Publisher contact information may be obtained at
/journals/aera.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission.
The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world.The Archive is supported by libraries,scholarly societies,publishers, and foundations.It is an initiative of JSTOR,a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology.For more information regarding JSTOR,please contact support@.
Tue Jun2613:52:032007
You have printed the following article:
Situated Cognition and the Culture of Learning
John Seely Brown;Allan Collins;Paul Duguid
Educational Researcher ,Vol.18,No.1.(Jan.-Feb.,1989),pp.32-42.
Stable URL:/sici?sici=0013-189X%28198901%2F02%2918%3A1%3C32%3ASCATCO%3E2.0.CO%3B2-2
This article references the following linked citations.If you are trying to access articles from an off-campus location,you may be required to first logon via your library web site to access JSTOR.Please visit your library's website or contact a librarian to learn about options for remote access to JSTOR.
[Bibliography]
Knowing,Doing,and Teaching Multiplication
Magdalene Lampert
Cognition and Instruction ,Vol.3,No.4.(1986),pp.305-342.
Stable URL:
/sici?sici=0737-0008%281986%293%3A4%3C305%3AKDATM%3E2.0.CO%3B2-6
Curvilinear Motion in the Absence of External Forces:Naive Beliefs about the Motion of Objects
Michael McCloskey;Alfonso Caramazza;Bert Green
Science ,New Series,Vol.210,No.4474.(Dec.5,1980),pp.1139-1141.
Stable URL:
/sici?sici=0036-8075%2819801205%293%3A210%3A4474%3C1139%3ACMITAO%3E2.0.CO%3B2-I
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities Annemarie Sullivan Palincsar;Ann L.Brown
Cognition and Instruction ,Vol.1,No.2.(Spring,1984),pp.117-175.
Stable URL:
/sici?sici=0737-0008%28198421%291%3A2%3C117%3ARTOCAC%3E2.0.CO%3B2-%23
The Problem of the Essential Indexical
John Perry
Noûs ,Vol.13,No.1.(Mar.,1979),pp.3-21.
Stable URL:
/sici?sici=0029-4624%28197903%2913%3A1%3C3%3ATPOTEI%3E2.0.CO%3B2-F
LINKED CITATIONS -Page 1of 2
-
The 1987Presidential Address:Learning in School and out Lauren B.Resnick
Educational Researcher ,Vol.16,No.9.(Dec.,1987),pp.13-20+54.Stable URL:
/sici?sici=0013-189X%28198712%2916%3A9%3C13%3AT1PALI%3E2.0.CO%3B2-X LINKED CITATIONS -Page 2of 2
-。