中文部份
王文科編譯(民83)。質的教育研究法(第二版)。台北:師大書苑。
王文科(民88)。教育研究法。台北:五南。
王真麗、李宗文(民89)。多元評量方式在統整和合科課程之運用。國教天地,137,11-17。王從恕(民90)。西方環境倫理概要。科學教育月刊,241,26-34。王陽明(民88)。傳習錄。台北:金楓出版。
王雅雪(民92)。環境教育融入一年級生活課程之行動研究。台北:國立台北師範學院。王鑫(民86)。國民小學「鄉土及環境教學單元活動」教師自行設計參考手冊。http://eeweb.gcc.ntu.edu.tw/teach/teach/book2/
田耐青(民88)。由多元智慧理論的觀點談教學評量:一些台灣的實例。教師天地,99,32-38。司琦(民80)。課程導論。台北:五南。
沈六(民75)。道德發展與行為之研究。台北:水牛。
吳芝儀,李奉儒譯(民84)。質的評鑑與研究。Michael, Quinn & Patton著。台北:桂冠。
吳忠宏(民90)。解說專業之建立。行政院文化建設委員會主辦「學校社區化交流會」(台北市)宣讀之論文。
吳明清(民80)。教育研究。台北:五南。
吳鐵雄、洪碧霞(民87)。實作評量問與答。測驗與輔導,149,16-29
李坤崇(民90)。綜合活動學習領域教材教法。台北,心理出版社。
李坤崇、歐慧敏(民89)。課程統整理念與實務。台北:心理。
李常井(民76)。杜威的形上思想。台北:中央研究院三民主義研究所叢刊(20)。
林秀珍(民86)。經驗‧自然與教育─杜威哲學的啟示。今日教育,62,12-18。
林惠真(民88)。課程篇2:TT教師群協同教學與課程統整。載於海闊天空開放教育。台北:聯經。
紐文英(民88)。自然探究法之理論與分析方法。高雄師大學報,10,61-83。
夏林清、中華民國基層教師協會譯(民86)。行動研究方法導論─教師動手做研究。Altrichter, Posch & Somekhm 著。台北:遠流。
高峽、康健、叢立新、高洪源(民86)。活動課程的理論與實踐。上海:科技教育。
財團法人福智文教基金會(民90)。假日學習單,P17。台北:財團法人福智文教基金會
張子超(民89)。九年一貫課程環境教育融入的內涵與教學。臺灣教育,589,12-21。張子超(民90a)。九年一貫課程改革與環境教育融入。九十年度環境教育國際學術研討會論文集,20-23。台北:國立台灣師範大學。
張子超(民90b)。環境教育課程設計。台北:師大書苑。
張稚美(民89)。落實多元智慧評量是對心智習性的一大挑戰。輯於落實多元智慧教學評量,專文推薦,9-12。台北:遠流。
張顯達(民88)。國語語法的習得歷程。收錄於曾進興主編:語言病理學基礎,3,51-80。台北:心理出版社。
許世璋(民90)。論環境教育與環境行動。中等教育,52(2),54-75。
陳伯璋(民79)。課程評鑑的新典範……「自然探究法」(natural inquiry)模式淺介。現代教育,19,73-94。陳惠邦(民87)。教育行動研究。台北:師大書苑。
陳聰文(民70)。角色取替、同儕互動與道德判斷關係之研究。高雄師範學院教育學刊,3,49-100。教育部(民90)。國民中小學九年一貫課程暫行綱要。台北:教育部。
郭實渝(民88)。以生態文化教育的觀點看環境教育。環境教育季刊,40,15-23。台北:國立台灣師範大學環境教育中心。郭實渝(民89)。環境倫理與生態道德教育。教育資料集刊,25, 79-97。台北:國立教育資料館。單文經譯述(民68)。道德認知發展理論述要。今日教育,36,52-56。
單文經、汪履維編譯(民75)。道德發展與教學。台北:五南。
單文經(民87)。評介二種多元評量:真實評量與實作評量。北縣教育,25,46-52。黃光雄、蔡清田(民88)。課程設計─理論與實際。台北:五南。
黃幸美(民89)。新書評介「落實多元智慧教學評量」:淺談多元評量之理念與實務。課程與教學季刊,3(1),153-160。
黃政傑(民80)。課程設計。台北:東華書局出版。
黃譯瑩(民90)。從系統理論觀點探究活動課程與九年一貫綜合活動課程:本質、原理與展望。應用心理研究,9,215-251。
黃顯華、李子建(民85)。課程:範式、取向和設計。台北:五南。
游進年(民89)。小班教學與多元評量。人文及社會學科教學通訊,11(4),52-63。曾富林(民90)。環境覺知教育之探究 以國小五年級學生為例。國立台灣師範大學。詹于倩(民90)。國民中學試辦綜合活動課程之研究--以三民國中課程試辦歷程為例。國立臺灣師範大學。楊冠政(民78)。環境教育概述(上)。環境教育季刊,1,6-17。楊冠政(民84)。環境教育發展史。教育資料集刊,20,1-33。台北:國立教育資料館。楊冠政(民86)。環境教育。台北:明文書局。
楊冠政(民88)。永續發展的倫理。環境教育,37,82-86。
靳洪剛(民83)。語言發展心理學。台北:五南。
廖凌欣(民90)。環境教育融入九年一貫課程生活學習領域之行動研究。台北:國立臺灣師範大學。蔡佩宜譯(民88)。大鳥樹:海瑞與鳥兒們愛的分享。原著:蘇珊‧梅朵。台中:晨星。
蔡清田(民89)。教育行動研究。台北:五南。
劉秋木、呂正雄譯(民82)。德育模式。台北:五南。
劉錫麒(民62)。我國兒童保留概念的發展。國立台灣師範大學教育研究所論文。
潘慧玲(民82)。幼兒概念性角色取替能力的發展。教育研究資訊,1(4),12-28。潘慧玲(民83)。角色取替的探討。國立台灣大學教育研究所集刊,35,194-207。台北:國立台灣師範大學。
潘慶輝、張芳榮(民87)。台北縣開放教育課程統整現況之調查報告。台北縣開放教育課程專案研究成果報告。
盧雪梅(民89)。一種全方位的評量策略─談學習檔案的應用。課程與教學研究通訊,2,9-11。台北市立師範學院課程與教學研究中心。
謝水南(民64)。我國學童角色取替能力的發展。國立台灣師範大學。謝明昆(民83)。道德教學法。台北:心理。
簡茂發(民88)。多元化評量之理念與方法。教師天地,99,11-17。簡楚瑛(民83)。方案課程之理論與實務,3-5。台北:文景。
羅綸新(民90)。教育學程『環境倫理』教學模組設計∼一則大學教師行動研究報告。課程與教學季刊,4(4),59-76。蘇慧貞,蕭瑞棠(民89)。發展中的環境教育與教育部環境保護小組的策略。臺灣教育,589,2-11網站資料:
網址 http://www.cca.gov.tw/children/feature/9012_2s.html
行政院文化建設委員會兒童文化館。大鳥樹繪本故事動畫。
英文部分
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