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121.
Interactive or inactive? a consideration of the nature of interaction in whole class teaching 总被引:1,自引:1,他引:1
Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999a, 1999b), Mroz (2000) and English (2002): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning. 相似文献
122.
Mark Pennings Debra Flanders Cushing Rafael Gomez Clare Dyson Courtney Coombs 《The International Journal of Art & Design Education》2019,38(2):539-554
International short‐term study tours are a fast‐growing format for outbound education and provide exciting experiential learning opportunities for students in the creative industries disciplines. This success has encouraged researchers to seek a comprehensive view of the various concrete experiences that contribute to student learning during study tours. To that end, this article presents evidence from a qualitative online post‐tour questionnaire administered with students studying various art and design disciplines who participated in short‐term international study tours at a large Australian university in 2015. Using Kolb's Experiential Learning Theory as a framework, data collected explored student perceptions of which concrete experiences on a study tour are most impactful and which may actually hinder learning. Findings revealed: experiencing key industry venues are the most significant aspects of a study tour, rather than networking or personal growth; poor itinerary planning and travel issues are the least liked aspects of a tour, yet are often the most easily addressed with better tour management and planning; and students were positively impacted by unexpected gains in knowledge about their creative industries discipline. This study, therefore, provides unique insights into which concrete experiences may be most impactful as part of the experiential learning cycle within an international study tour for creative industries students. 相似文献
123.
Paul D. Hastings Lindsey C. Partington Rana Dajani Antje von Suchodoletz 《Child development》2021,92(5):e798-e816
This study of 52 predominantly lower income Jordanian and Syrian families with young children (31 girls; Mage = 53.37 months, SD = 3.53) in Jordan began in 2019, before the pandemic. Families were followed to explore stress physiology, family functioning, and mental health over the first 9 months of the pandemic. Mothers reported less adaptive coping and more negative changes to family life in June 2020 when their children had poorer behavioral self-regulation and more behavior problems, and when families had lower income, in 2019. More negative changes to family life predicted greater hair cortisol concentrations in children in June 2020, and more negative changes and less adaptive coping predicted worse child and mother psychosocial adjustment in December 2020. 相似文献
124.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Instructional Science》2021,49(2):249-286
Instructional Science - Educative curricula support teacher learning as well as the learning of students. High quality educative curricula contain features that help teachers customize learning... 相似文献
125.
This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching
experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving
contexts of (1) growth and change and (2) size and shape. This article describes the qualities and types of schemas that students
developed through examples of problems used to develop schemas, examples of students' reasoning and writing, and excerpts
from student interviews. Findings from the study indicated that there is a link between the type of generalizations students
construct and the schemas they are forming. By using these schemas students recognize, extend, and generalize patterns and
quantitative relationships both verbally and symbolically.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
126.
127.
Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination 总被引:1,自引:0,他引:1
Robert M. Klassen Lindsey L. Krawchuk Sukaina Rajani 《Contemporary educational psychology》2008,33(4):915-931
This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination, self-efficacy for self-regulation is most predictive of procrastination tendencies. Study 2 examines academic and motivation characteristics of “negative procrastinators,” the undergraduates who are most adversely influenced by procrastination. The 25% of 195 participants in Study 2 who were classified as negative procrastinators had significantly lower GPAs, higher levels of daily and task procrastination, lower predicted and actual class grades, and lower self-efficacy for self-regulation. After controlling for GPA, daily procrastination and self-efficacy for self-regulation significantly predicted the negative impact of procrastination. The article concludes with a discussion of the importance that self-efficacy for self-regulation holds for procrastination research, and with suggestions for practitioners who work with students who are adversely affected by procrastination. 相似文献
128.
129.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Research in Science Education》2020,50(4):1251-1279
Research in Science Education - Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including... 相似文献
130.
Edwards L Figueras B Mellanby J Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed. 相似文献