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【参考文献】

参考文献

 

References

Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 117–207). New York: Academic Press.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.

Anderson, R. C. (1982). Allocation of attention during reading. In A. Flammer & W. Kintsch (Eds.), Discourse processing (pp. 292–305). New York: North-Holland.

Anderson, R. C., Mason, J. M., & Shirey, L. (1984). The reading group: An experimental investigation of a labyrinth. Reading Research Quarterly, 20, 6–38.

Anderson, R. C., Shirey, L. L., Wilson, P. T., & Fielding, L. G. (1987). Interestingness of children’s reading material. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Volume 3. Cognitive and affective process analyses (pp. 287–299). Hillsdale, NJ: Erlbaum.

Armbruster, B. B. (1984). The problem of “inconsiderate text.” In G. G. Duffy, L. R. Roehler, & J. Mason (Eds.), Comprehension instruction (pp. 202–217). New York: Longman.

Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452–477.

Bergin, D. A., & LaFave, C. (1998). Continuities between motivation research and whole language philosophy of instruction. Journal of Literacy Research, 30, 321–356.

Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud, and the attack on America’s public schools. Reading, MA: Addison–Wesley.

Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272–281.

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