Liu is rude. Constructivism: Yes or No? China Audio-visual Education, 2004 (2), 16-20.
Liu is rude, Yao Meilin. Exploration of educational psychology course and teaching reform. Psychological Science, 2004(3), 753-754.
Liu is rude. Investigation and research on the management of wrong questions in senior high school students. Psychological development and education, 2004 (1), 54-58.
Liu is rude, Cheng Tiegang, Zhou Lei. A comparative study of screen reading and paper reading. Audio-visual education research, 2004 (5), 28-3 1.
Liu is rude. Enlightenment of problem-based learning to teaching reform. Educational Research, 2002 (2), 73-77.
Liu is rude. Mediating effects of on-site self-regulated learning activities on learning outcomes in different situations. Journal of Psychology, 2000, 32 (2), 197-202.
Liu is rude. Research on the effect of computer-aided teaching. Journal of Psychology,1998,30 (1), 1 13- 120.
Liu is rude. The relationship between primary school students' learning control level and metacognitive monitoring level. Cai. Journal of Psychology,1997,29 (2), 166- 17 1.
Liu is rude. A survey of primary school students' views on mathematics. Psychological Science, 2002, 25(2), 194- 197.
Liu is rude. The influence of learning task requirements and time pressure on actual self-regulated learning activities. Psychological Science, 2000, 23(6), 655-658.
Liu is rude. A new constructivism-cognitive flexibility theory. Psychological science,1999,22 (3), 360-36 1.
Liu is rude. On the essence of learning strategies. Psychological science,1997,20 (2), 179- 18 1.
Liu is rude. Investigation on the management of wrong questions of senior one students. Psychological Development and Education, 2004,20 (1).
Liu is rude. Investigation and study on pupils' solving mathematical problems. Psychological development and education, 2003, 19 (1).
Liu is rude. A survey of primary school students' views on Chinese. Psychological development and education, 2002, 18( 1), 54-58.
Liu is rude. A survey of teachers' preparation in the application of information technology education in Hong Kong. Psychological development and education, 2000, 16(3), 36-4 1.
Liu is rude. Effects of learning objectives and time constraints on self-regulated learning process in multimedia environment. Psychological development and education, 1999, 15 (2), 32-37.
Liu is rude. The influence of instant problem-solving process under CAI on the overall structure of two-step application problems of primary school students in grade three. Psychological development and education, 1997, 13(2), 18-23.
Liu is rude. Introduction of Weinstein standardized learning strategy scale. Psychological development and education, 1996, 12(2), 26-28.
Liu is rude. A study of the relationship between. CAI software types and student variables. Psychological development and education, 1995, 1 1(3), 1-6.
Liu is rude. Modeling: as a constructive learning method. Advances in psychological science, 2003( 1), 49-54.
Liu is rude. Research on metacognition process in multimedia environment. Psychological trend, 2000 (4), 1-5.
The influence of multimedia interactive illustrations on the study of scientific expository texts. Applied Psychology, 2002, 8(2), 39-44.
Liu is rude. On the constructivist view of learning transfer. Journal of Beijing Normal University (Social Science Edition), 200 1(4), 106- 1 12.
Liu is rude. A review of cognitive flexibility theory. Journal of Beijing Normal University (Social Science Edition), 1999(5), 6 1-66.
Liu is rude. On the model of problem solving process. Journal of Beijing Normal University (Social Science Edition), 1996 (1), 22-29.
Liu is rude. Applied research of. Cai's Individual Counseling, Practice and Practice Mode in Mathematics Teaching of Grade Two in Primary School. Journal of Beijing Normal University (Social Science Edition), 1994, 13 1 (1), 37-43.
Liu is rude. The application of problem-based learning in primary and secondary schools. Journal of East China Normal University (Education Edition), 2002(2), 22-30.
Liu is rude. Embody the teaching reform idea of constructivism. Educational theory and practice, 200 1, (5), 53-56.
Zhong Xiaobo and Liu are rude. The influence of sub-goals on the formation of problem-solving ideas. Educational research and experiment, 2002, (3), 4 1-44.
Liu is rude. The meaning and connotation of critical thinking. Research on Higher Normal Education, 2000, 12 (1), 56-6 1.
Liu is rude. Action research on reforming undergraduate teaching by using problem-based learning model. Research on Higher Normal Education, 2002, 14(3), 49-54.
Liu is rude. Divide, combine and get better: a century of educational psychology-the contribution of Beijing Normal University to educational psychology in the past century. Research on Higher Normal Education, 2002, 14(4), 38-43.
Liu is rude. Information technology in the process of educational integration. Research on Higher Normal Education,1997,9 (3), 18-23.
Liu is rude. Critical thinking and its teaching. Research on Higher Normal Education,1996,8 (8), 62-67.
Liu is rude. College students' views on learning. Higher Education Research, 2002,23 (4), 74-78.
Liu is rude. ICT education in Chen Qi and Britain. Global Education Outlook, 2002, 3 1 (6), 28-32.
Liu is rude. Management system and mechanism of teacher training in Britain. Foreign Education Research, 2002, 29 (7), 57-59.
Liu rude, Ni Nanqi. On students' view of scientific essence. Comparative Education Research, 2002, (8), 7- 1 1.
Liu is rude. Factors affecting the effect of computer-assisted classroom teaching. China audio-visual education, 1997, 1 16 (3), 5- 10.
Liu is rude. Constructivism: Ye Fei Ye. China Audio-visual Education, 2004 (2).
Liu is rude. The prospect of computer application in schools. China audio-visual education, 1996, 1 15 (8),1-14.
Liu is rude. Computer integration in education: as learning object, learning tool and teaching tool. Audio-visual education research,1999,79 (11), 42-44.
Liu is rude. Problems needing attention in developing computer-aided classroom teaching. Audio-visual education research, 1997 (photo album), 127- 13 1.