| 教育學士(北京師範大學),
教育碩士, 哲學博士(加州大學洛杉磯分校)。曾任上海市教育局師範處處長助理, 華東師範大學教育助教,
加州大學教育評估, 標準與測試國家研究中心研究助理,
研究員。任教科目包括教育心理學,
認知過程, 教育評鑑和測驗編裝,
教育與學習方法。 |
-
How valid is it to use number Lines to measure
children's conceptual knowledge about rational number? Educational
Psychology, 20, 139-152 (2000)
-
The development of understanding meanings and
equivalence of fractions in children in 5-6 grade. Psychological
Development and Education, 15(4), 26-30. (1999)
-
Cognitive structure, content knowledge, and classificatory reasoning. Journal of
Genetic Psychology, 159, 280-296. (1998)
-
Classificatory reasoning in children: Is it a knowledge-based competence? Psychologia,
41, 144-154(1998)
-
Performance-based assessment: Problems and design strategies. Education Journal,
25(2), 137-157.(1997)
-
Piaget's theory on the origin and structure of children's number concept: Implications
and applications. Journal of Early Child Education Research, 1, 2-7. (1998)
-
Human benchmarking for the evaluation of expert systems. In E.L. Baker(ed.), Technology
assessment (pp.13-45). Hillsdale, NJ: Lawrence Erlbaum. (1994, Co-author)
-
Designing and scoring assessment in American history. Los Angeles: University
of California, National Center for Reaserach on Evaluation, Standards, and Student
Testing. (1991, Co-author)
|
