自然科学学习的认知模式和自然科学教科书的改进

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特约稿
本文系作者于1989年1月应本刊专约而作。题目原文为: Cognitivz Modcls of Science Learning and the Improvement of Science Textbooks——编者
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1) 特约稿

2) 本文系作者于1989年1月应本刊专约而作。题目原文为: Cognitivz Modcls of Science Learning and the Improvement of Science Textbooks——编者

[1]	Cook, L. K. (1983), Instructional effects of text. structurebased reading strategies on the comprehension of scientific prose. Unpublished doctoral dissertation, University of California, Santa Barbara.
[2]	Gagne, E. and Bell, M. (1981), The uee of cognitive psychology in the development and evaluation of textbooks. Educarional psychologist, 16, 83-100
[3]	Osborne, R. and Wittrock, M. C. (1983), Learning science a generative process. science Education, 67, 489-504,
[4]	Osborne, R. and Wittrock, M. C. (1985), The generative learning model and its implications for scieac. education. studies in science Education, 12, 59-87.
[5]	Wandersee, J. H. (1988), Ways students read texts. Journal of. Research in science Teaching, 25, 69-84@
[6]	Wittrock, M. C. (1974), Learning as a generative process. Educational psychologist, 11, 87-95.
[7]	Wittrock, M. C, (1981), Reading comprehension, Ia Pirozzolo, F. J, and Wittrock, M. C., (eds.) Neuropsychological and Cognitive processes in Reading, New York; Academic Press.

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