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Journal of East China Normal University(Educationa ›› 2017, Vol. 35 ›› Issue (2): 99-105.doi: 10.16382/j.cnki.1000-5560.2017.02.012

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  • Online:2017-04-20 Published:2017-03-27

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URL: https://xbjk.ecnu.edu.cn/EN/10.16382/j.cnki.1000-5560.2017.02.012

         https://xbjk.ecnu.edu.cn/EN/Y2017/V35/I2/99

References

文雯,许甜,谢维和.(2016). 把教育带回来——麦克·扬对社会建构主义的超越与启示.教育研究, (3), 155-159.
张建珍,许甜,大卫·兰伯特.(2015). 论麦克·扬的"强有力的知识".清华大学教育研究, (6), 53-60.
Bernstein, B.(1999). Vertical and Horizontal Discourse: An Essay. British Journal of Sociology of Education, 20(2), 157-173.
Karpov, Y. V., Heywood, H. C. (1998). Two Ways to Elaborate Vygotsky's Concept of Mediation: Implications for Instruction. American Psychologist, 53(3), 27-36.
Young, M., Muller, J.(2010). Three Educational Scenarios for the Future: Lessons from the Sociology of Knowledge. European Journal of Education, (1), 11-27.
Young, M., Muller, J.(2016). Curriculum and the Specialization of Knowledge. New York: Routledge,37-48.
Young, M., Lambert, D., Roberts, C., et al. (2014). Knowledge and the Future School: Curriculum and Social Justice.London: Bloomsbury.

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