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Visible Learning for Teachers: Maximizing Impact on Learning（货号TJ）可见的学习：最大程序地促进学习教师版

《可见的学习：最大程序地促进学习教师版》，(新西兰)约翰·哈蒂(John Hattie)著，金莺莲、洪超、裴新宁译，教育科学出版社。本书全面涵盖了学习活动的众多领域，包括学生动机、课程、元认知策略、行为、教学策略和课堂管理。

214 44.95 九五品

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作者John Hattie（约翰·哈蒂）

出版社Routledge

ISBN9780415690157

出版时间2012

版次1

印刷时间2012

印次1

装帧平装

开本24.5*17.7

纸张胶版纸

页数296页

定价44.95元

货号TJ3080-TJ3079

上书时间2024-11-08

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Visible Learning for Teachers: Maximizing Impact on Learning（货号TJ）教师可视化学习：最大化对学习的影响（或译《可见的学习：最大程序地促进学习教师版》） ¥214.00

Dictionary: A Guide to Good English（Mit rund 1000 Anwendungsbeispielen von A - Z）词典：好英语指南（包含大约 1000 个 A-Z 应用示例；货号TJ） ¥160.00

新华字典（第11版）（货号TJ） ¥5.00

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上海龙华古寺香花券（二角，0.2元；货号TJ） ¥3.00

Merriam Webster's Dictionary of Synonyms: A Dictionary of Discriminated Synonyms With Antonyms and Analogous and Contrasted Words（Indexed Edition）韦氏同义词词典：一本包含反义词、类比词和对比词的判别同义词词典（索引版；货号TJ）【邹为诚亲笔签名和钤印】 ¥156.00

An Introduction to Persons with Severe Disabilities : Educational and Social Issues（货号TJ）重度残疾人导论 ¥288.00

切在玻利维亚的日记【本书原为著名作家、文艺评论家冯牧先生藏书，有“冯牧行三所读”白文钤印，冯牧为冯承钧先生三子，故排名行三。】（货号TJ） ¥200.00

题解中心几何学辞典（货号TJ） ¥25.00

商品详情

品相描述：九五品

商品描述: 本书原定价44.95美元，净重570克，本书原塑膜包装未拆，私藏自然旧。【图书分类：文化、科学、教育、体育 > 教育 > 电化教育 > 视听教学（电化教学）】In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.

This book:

links the biggest ever research project on teaching strategies to practical classroom implementation
champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
now includes additional meta-analyses bringing the total cited within the research to over 900
comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

Review：
“Recognising what makes a difference enables reflection on how to do more that makes a positive difference. Reading this book should make obvious the swathes of time-consuming tasks that make no (or worse, negative) impact, making them easy to remove. It is fabulously well-researched.” - Mary Bousted, general secretary, Association of Teachers and Lecturers

"Visible Learning for Teachers is a profoundly important book for teachers, school leaders, parents, and policymakers. John Hattie provides the 'jury standard' for educational research. Rather than the typical 'he said, she said' controversy, Hattie has amassed the preponderance of the evidence representing the work of thousands of scholars and more than a quarter-billion children. The jury – teachers, leaders, and parents – need not be swayed by the persuasive power of an individual researcher or the flavor-of-the-month initiative. Rather, we can at last make teaching and leadership decisions based upon the best available evidence from multiple sources. As you read these pages, prepare to be challenged. Hattie forced me to reconsider previously strongly held convictions, but he requires that we elevate the preponderance of the evidence over personal belief. Best of all, Hattie shows us how to determine the impact we have right now with our own students. His methods move education from the 'rear-view mirror' – what happened in other places with other students – to the 'windshield' – what is happening right now with our students. As a result, this book is the most important contribution to educational research and practice in decades."
Douglas ReevesFounder, The Leadership and Learning Center, USA

"This scope of this text is absolutely staggering. John Hattie deserves to be recognised (and probably will in time) as one of the pioneers of educational and school psychology."
Dr Dave PutwainProgramme Leader, Educational Psychology, Edge Hill University, UK

“Recognising what makes a difference enables reflection on how to do more that makes a positive difference. Reading this book should make obvious the swathes of time-consuming tasks that make no (or worse, negative) impact, making them easy to remove. It is fabulously well-researched.” - Mary Bousted, general secretary, Association of Teachers and Lecturers

About the Author：
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Auckland, New Zealand. He is the author of Visible Learning and co-author of Intelligence and Intelligence Testing, both published by Routledge.