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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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【References】
Chinese Journal Full-text Database 1 Hits
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
【Citations】
Chinese Journal Full-text Database 10 Hits
1 WANG Jian (School of Educational Science,Northwest Normal University,Lanzhou 730070,China);The Narrative Crisis of the Teaching Theory and the Method Transformation[J];Peking University Education Review;2004-02
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
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7 ;The Dilemma and the Outlet of Teaching Theories about Disciplines[J];Curriculum, Teaching Material and Method;2005-04
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【Co-references】
Chinese Journal Full-text Database 10 Hits
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
5 ZHU Guang-ming;An Inquiry into the Phenomenology Pedagogy of Max Van Manen[J];Comparative Education Review;2005-04
6 LU Nai-gui,ZHONG Ya-ni;An Overview of Teacher Professional Development in an International Perspective[J];Comparative Education Review;2006-02
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
10 Nico Verloop Jan Van Driel Paulien Meijer;Teacher Knowledge and Knowledge Base of Teaching[J];Peking University Education Review;2008-01
【Secondary Citations】
Chinese Journal Full-text Database 6 Hits
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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