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《Peking University Education Review》 2007-01
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Who am I: My Reflection on My Learning Experience on Curriculum and Instruction

ZHAO Ningning  
Troubled in the dilemma of instructional theory and practice,I try to change the question "How should the discipline develop?"into"How should I carry out my mission?"I put my learning experience into the social context.In retrospect to my experience,I find the limitation of normal education.As a student graduated from education department in a normal university,I suffer from the separation between instructional theory and practice. The normal school system cultivates the group who major in education and conduct the normative research.With the development of new disciplines and disciplinary patterns in China,they began to provide new perspectives to instruction research.Realizing my weaknesses,I wish to build up and be involved in a academic community to overcome the weaknesses.
【CateGory Index】: G420
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1 XU Wen-bin (Institute of Instruction and Curriculum,Nanjing Normal University,Nanjing Jiangsu 210097,China);The Informational Environment of Contemporary Children's Learning and Its Meaning of Instructional Theory[J];Curriculum, Teaching Material and Method;2008-06
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2 SUN Fu-rong;Distinguishing the crunodesa recognition of the development from department instruction to subject education[J];Journal of Chongqing University of Posts and Telecommunications(Social Science Edition);2006-01
3 BAO Guo qing;Teaching Theories in China and USA and Two Kinds of Culture and Philosophy——The Course of the Contemporary Debate on Teaching Theories[J];E-education Research;2001-05
4 Ou SHI(Educational Science Faculty, Hunan Normal University, Changsha, Hunan 410081, China);On the origin and outlet of predicament besieging the dominant teaching theory[J];Journal of Educational Science of Hunan Normal University;2002-01
5 CAI Bao-lai;Development of Modern Teaching Theory as a Subject: Researching Norm and Developing Point[J];Theory and Practice of Education;2002-03
6 LIU Shi- bin (College of Educational Science of Nanjing Normal University);Reflection & Reconstruction of Philosophic Base of Teaching Theory[J];Theory and Practice of Education;2004-06
7 ;The Dilemma and the Outlet of Teaching Theories about Disciplines[J];Curriculum, Teaching Material and Method;2005-04
8 GUO Xiao ming (School of Educational Science,Nanjing Normal Univ.,Nanjing 210097,China);On the Transformation of Teaching Theory:Towards Practice[J];Journal of Nanjing Normal University (Social Science Edition);2002-02
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1 Liu Yu;The Shifting of Paradigm of the Teacher Professional Development in America and Inspiration[J];Comparative Education Review;2003-04
2 Qie Haixia;The Teacher Education Programs,Courses and Ideas of Harvard Graduate School of Education and Their Implications[J];Comparative Education Review;2003-07
3 Hong Chengwen;An Updated Exploration toward Teacher Education Quality Assurance at International Level[J];Comparative Education Review;2003-11
4 ZHAGN Xue-min, LIN Chong-de, SHEN Ji-liang;An Overview of Teacher's Cognitive Competence Development in Foreign Countries[J];Comparative Education Review;2004-05
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7 CHEN Xiang ming (Graduate School of Education, Peking University, Beijing 100871, China);Practical Knowledge: the Knowledge Base of Teachers' Professional Development[J];Peking University Education Review;2003-01
8 HUANG Wei, XIE Li-min (Social Science Research Institute of Wanxi University, Anhui 237012, China) (School of Education, Shanghai Normal University, Shanghai 200234, China);The Tact of Teaching: Sparkle Flashing in the Teaching Situation[J];Peking University Education Review;2005-01
9 Max van Manen;Pedagogical Sensitivity and Teachers Practical Knowing-in-Action[J];Peking University Education Review;2008-01
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【Secondary Citations】
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1 SUN Fu-rong(Second Primary Normal College of Wenzhou Teachers' Institute Pingyang County,Pingyang 325400,China);Interaction Diglogue Transformation The illustration on “dialogue source-dialogue current-dialogue field” teaching mode[J];Journal of Zhejiang Ocean University(Humane Science);2002-02
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5 YE Jia?guo & FENG Xiao?tian;Present Situation and Prospects of Schools of Sociology in China ——On Several Problems of Chinese Sociology[J];ACADEMIC FORUM;2000-01
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