化率自动化转化元甲形式化方法物化蜀中无大将?o廖化作先锋自动化生产转化糖状元花-]、竞争性及其理论之间的冲突等对教师研究来说是一种自然的和成熟的状态，它优于一种单一的研究方法［9］。
参考文献：
［1］
E.Wayne Ross.(1992),Teacher personal theorizing and reflective ractice in teacher education.In E.Wayne Ross.Jeffery W.Cornett&Gail McCutcheon,Teacher personal theorizing:connecting curriculum practice,theory,and research,State University of New York Press.p.179.
〔2〕Goodman,J.(1989),Education for critical democracy.Journal of education,171(2),P.103转引自E.Wayne Ross,Jeffrey W.Cornett,Gail McCutcheon,(1992),Teacher Personal Theorizing,Connection Curriculum Practice,Theory ,and Research,State University of New York Press,p.12.
〔3〕Yinger,r.,& Hendrichks-Lee,M.(1993),Working knowledge m teaching.In C.Day,J.Calderhead&P.Denicolo(Eds.),Research on teaching thingking:Understanding professional developmet.Longdon:Farmer Pres.(pp.100-123).
〔4〕Dewey,J(1927),the public and its problems.Athens,OH:Swallow.p.22转引自E.Wayne Ross.Jeffrey W.Cornett,Gail McCutcheon,(1992),Teacher Personal Theorizing.Connecting Curriculum Practice.Theory,and Research,Sate University of New York Press,P.12.
〔5〕［日］佐藤学.课程与教师［M］.北京
[注: 北京有着三千余年的建城史和八百五十余年的建都史，最初见于记载的名字为“蓟”。民国时期，称北平。新中国成立后，是中华人民共和国的首都，]：教育科学出版社，2003.
〔6〕Hamliton,S.f.(1983),The social side of schooling :Ecological studies of classrooms and schools.Elmentary School Journal,83(4).
〔7〕Olson,J.K.(1988),Making sense of teaching:cognition v.culture,Journal of Curriculum
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