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2011 Vol. 29, No. 3

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Educational Theory
Foucault's Power-Knowledge and its Pedagogic Meaning
Li Kongwen, Wang Jiayi
2011, 29(3): 1-9,32.
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Moral Education Should Strike a Balance Between Legitimacy and Effect
Yan Conggen, Feng Jianjun
2011, 29(3): 10-20.
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On the Teachers′ Conscientious Refusals, Disobedience and the Limits
Wu Yuanfa, Hu Zhongping
2011, 29(3): 21-27.
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On the Practical Criterion of Teachers' Professional Autonomy
Lin Chengtang, Jiang Ling
2011, 29(3): 28-32.
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Educational Reforms in the Perspective of Ethical Responsibility
Zhu li, Zhao Hanhua
2011, 29(3): 33-37.
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On a Method of Comprehensive Evaluation Based on Reward and Punishment to Improve Differentiability
Feng Hui, Wang Qi
2011, 29(3): 38-42,48.
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Psychology
The Viewpoint and Approach of Cultural Developmental Psychology
Ma Chuan, Li Xiaowen
2011, 29(3): 43-48.
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Intrinsic Frame of Reference System in Spatial Memory and the Developments of Related Researches
Li Jing, Zhang Kan
2011, 29(3): 49-54.
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Implicit Attitude toward Emotion Regulation on Adolescences with Anxiety and Depression
Ma Weina, Sang Biao
2011, 29(3): 55-61.
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Rational and Self-serving Attributions of One Covariation Information
Ma Weijun, Feng Rui
2011, 29(3): 62-68.
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Educational History
On the Confucian Ritual of Teaching Poetry and Literature
Chen Guisheng
2011, 29(3): 69-74, 90.
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Educational Reform Narrated in the Novels of the Late Qing Dynasty
Wang Lunxin
2011, 29(3): 75-81.
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The Development of Education Department of Daxia University and Its Enlightment
Hou Huaiyin, Li Yanli
2011, 29(3): 82-90.
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The School Reform is the Center of Education Reform?——On Dewey's Thought of the Schooling
Guo Faqi
2011, 29(3): 91-96.
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