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10 17 (ResearchofModernBasicEducation) ,,.,., 6 :(1), ;(2), ;(3),, ;(4), ;(5), ;(6),,. [31](P177), 41 3, ( ) ( ) ( ), 6,, 3 : ; ;?,. : [1] Marzano,R.J.Whatworksinschools:TranslatingreG searchintoaction[m].alexandria,va:associationfor SupervisionandCurriculum Development,2003b. [2] Haycock,K.GoodTeaching MatersaLot[J].Thinking K-16,1998,3(2). [3] Nye,B.,Konstantopoulos,S.,& Hedges,L.V.How LargeAre TeacherEfects? [J].EducationalEvaluation andpolicyanalyses,2004,26(3). [4] Marzano,R.J.TheArtandScienceofTeaching[M].AlG exandria,va:associationforsupervisionandcurriculum Development,2007. [5] Marzano,R.J.,& Simms,J.A.CoachingClassroomInG struction [M ]. Alexandria, VA: Association for SupervisionandCurriculum Development,2013. [6] Berliner,D.C.InPursuitofTheeExpertPedagogue[J]. EducationalResearcher,1986,15(7). [7] Marzano,R.J.(withMarzano,J.S.,&Pickering,D.J.ClasG room ManagementThatWorks:Research-basedStrategiesfor 132 EveryTeacher[M].Alexandria,VA:AsociationforSupervision andcuriculumdevelopment,2003a. [8] Marzano,R.J.,Gaddy,B.B.,Goseid,M.C.,Foseid,M. P.,& Marzano,J.S.A HandbookforClassroom ManG agementthat Works[M].Alexandria,VA:Association forsupervisionandcurriculum Development,2005. [9] Lipsey,M.W.& Wilson,D.B.TheEficacyofPsychologG ical,educational,andbehavioraltreatment[j].american Psychologist,1993,48(12). [10].R.M.,.W.W.,.K.C.,.J.M. [M].,. :,2007. [11]Deci,E.L.,Ryan,R.M.,& Koestner,R.ThePervasive EfectsofRewardsonIntrinsic Motivation:Responseto Cameron[J].Review ofeducationalresearch,2001,71 (1). [12]Anderson,J.R.,Greeno,J.G.,Reder,L.M.,& Simon, H.A.PerspectivesonLearning,Thinking,and Activity [J].EducationalResearcher,2000,29(4). [13]Anderson,J.R.,Reder,L.M.,&Simon,H.A.ApplicaG tionsandmisapplicationsofcognitivepsychologytomathg ematics Education [M ].Unpublished paper, Carnegie Melon University, Department of Psychology, Pitsburgh,1995:193. [14]Anderson,J.R.,Reder,L.M.,& Simon,H.A.Situated LearningandEducation.EducationalResearcher[J].1996, 25(4). [15]Bruer,J.T.SchoolsforThought:AScienceofLearningin theclassroom [M].Cambridge, MA:The MIT Press,1993. [16]Bruer,J.T.EducationandtheBrain:A BridgeTooFar [J].EducationalResearcher,1997,26(8). [17]. [M].,. :,1999. [18]. [M].,. :,1988. [19] M.. ( )[M].,. :,2002. [20],. [M]. :,2010. [21]Rosenshine,B.ConvergingfindingsonclassroominstrucG tion.ina.molnar(ed.),schoolreform Proposals:The ResearchEvidence[M].Tempe,AZ:ArizonaState UniG versityresearchpolicyunit,2002. [22].W.,.L.,.J. [M].,. :,2007. [23]. ( )[M]. :,2010.

11 : [24]. [J].,2006, (3). [25]Emmer,E.T.,Gerwels,M.C.Clasroom Managementin Middleand HighSchoolClasrooms.In C.Evertson,C.M. Weinstein,& C.S.Weinstein (Eds.),HandbookofClasroom Management:Research,Practice,andContemporaryIssues[M]. Mahwah,NJ:Erlbaum,2006. [26]. [J].,2012, (20). [27]Weiner,N.TheHuman UseofHumanBeings[M].New York:Avon,1967. [28]. [M]. :,2010. [29],. [J].,2013,(2). [30]DeanC.B.,Hubbel,E.R.,PitlerH.,StoneB.Classroom InstructionThat Works:Research-basedStrategiesfor IncreasingStudentAchievement(2 nd Ed.)[M].Alexandria, VA:ASCD,2012. [31],. [M]. :,2005. DesignofClassroomInstructionBasedonthePracticeofActionSteps: StudyofaComprehensiveFrameworkandElementsfor EfectiveInstructionbyMarzanoR.J. MAO Wei (ColegeofEducation,ZhejiangUniversity,HangzhouZhejiang310028) Abstract:Marzanoadvancesacomprehensiveframeworkofefectiveinstruction,i.e.,thetenquestions,whichdwel ontheestablishmentoflearninggoals,theorganizationofclassroomactivities,classroom management,theassessment ofclassroomteaching,thedesignoflessonsasacohesiveunit,thedesignofalesson,andetc.basedonthetenquesg tions,marzanofurtherputsforward41elements,whichcanbeclassifiedintosuchthreemodulesasmoduleofregularacg tivitiesandbehaviors,moduleofpresentingcontentsandmoduleofclassroomactions.the41elementsmakethestrateg giesofefectiveclassroominstructionmorespecific.in2012,marzanoraisesnineevidence-basedstrategiesofefective classroominstruction,whichdemonstratesomecriticalstrategiesofthecomprehensiveframeworkofefectiveinstruction andthe41elements. Keywords:efectiveinstruction,designofinstruction,elementsofinstruction,strategiesofinstruction 133

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