1[1]Slavin R E.Educational Psychology:Theory and Practice[M].Needham Heights:Allyn and Bacon,1994. 被引量：1
2[2]Rosenshine B,Meister C.The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies [A].Woolfolk A K.Readings & Cases in Educational Psychology (5th ed) [M].Boston:Allyn and Bacon,1993. 被引量：1
3[3]Vygotsky L S.Mind in society:The development of higher psychological processes[M].Cambridge,MA:Harvard University Press,1978. 被引量：1
4[4]Greenfield P M.A theory of the teacher in the learning activities of everyday life[A].B.Rogoff,J.Lave (Eds.),Everyday Cognition:Its Development in Social Context [C].Cambridge,MA:Harvard University Press,1984.117-138. 被引量：1
5[5]Winn J A.Promises and challenges of scaffolded instruction[J].Learning Disability Quarterly,1994,17:89-104. 被引量：1
6[6]Peregoy S F,Boyle O F.Reading,writing,&learning in ESL.A resource book for K-12 teachers[M].New York:Longman Publishers,1997. 被引量：1
7[7]Palincsar A M,A L Brown.Reciprocal Teaching of Comprehension-Fostering and Comprehension-Moni-toring Activities [J].Cognition and Instruction 1994,2:117-175. 被引量：1
8[8]Collins A,Brown J,Newman S.Cognitive apprenticeship:Teaching the crafts of reading,writing,and mathematics [A].Lauren B.Resnick.Knowing,learning,and instruction:Essays in honor of Robert Glaser[C].Hillsdale,NJ:Erlbaum Associates,1989. 被引量：1
