The development of this teacher's pedagogical power was interpreted by a learning model in which pedagogical reasoning by analogy and pedagogical cognitive conflict interplayed. 這位初任教師教學(xué)專(zhuān)業(yè)的成長(cháng)是一個(gè)教學(xué)推理的類(lèi)比學(xué)習與教學(xué)認知沖突的學(xué)習之交互作用模型。
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