全文获取类型
收费全文 | 175篇 |
免费 | 4篇 |
专业分类
教育 | 143篇 |
科学研究 | 9篇 |
各国文化 | 2篇 |
体育 | 8篇 |
信息传播 | 17篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 1篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 16篇 |
2016年 | 11篇 |
2015年 | 5篇 |
2014年 | 10篇 |
2013年 | 42篇 |
2012年 | 7篇 |
2011年 | 8篇 |
2010年 | 3篇 |
2009年 | 1篇 |
2008年 | 9篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有179条查询结果,搜索用时 15 毫秒
101.
One of the major challenges facing anatomy educators is delivering the anatomy materials in fewer hours with a reduction of anatomy courses in the integrated curricula. The flipped classroom modality may be an innovative solution. However, its effectiveness remains under debate due to a lack of outcome-based research and the mixed results of students' performance. The present study aimed to determine the outcome of the flipped classroom based upon the level of student cognition. The study investigated performance on 17 multiple-choice anatomy questions as a part of the final examination of the musculoskeletal system module. The results were compared between the first-year female students of Qassim Medical College, specifically the flipped classroom group (46 students) of the academic year (2018–2019) and the traditional group (49 students) of the academic year (2017–2018). The mean differences in the students' grades on the anatomy questions at the level of knowledge, application, and analysis using Cohen's d test were 0.43, 1.41, and 1.01, respectively. These results suggest the positive impact of flipping the students' classrooms on improving their levels of thinking according to Bloom's taxonomy. Perception surveys also revealed students' enthusiasm for the pre-class activities, leading to a better performance in the class with more engagement with their peers and teachers. The present study suggested that the flipped classroom modality can be performed to compensate for the reduction of anatomy educational hours. However, further studies are recommended to investigate the best practices of the flipped classroom that fit with the students' needs and workloads. 相似文献
102.
Yasser A. Al‐Hilawani 《International Journal of Disability, Development & Education》2008,55(4):331-339
A small sample of 20 hearing students and 20 students who are deaf and hard‐of‐hearing participated in this study, which compared their performances on two measures of metacognition. The first measure required participants to visually analyse real‐life pictures and then to choose a response from four options (voiced or signed) indicating which was the best explanation of what was depicted. The second measure required participants to look at five pictures and then to point to the picture that was different. Results identified no significant differences between the performances of the two groups of students on either measure. Males in both groups performed at comparable levels on the two measures, whereas females who were hearing and those who were deaf or hard‐of‐hearing performed significantly better on the visual–voiced measure than on the visual–visual measure. Limitations of this study and recommendations for future research are discussed. 相似文献
103.
This report presents pilot-test results for a science professional development program featuring online, on-demand materials
developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three
different school districts across the United States participated in a professional development program designed to facilitate
content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced
a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week
period of time in which they had access to self-directed, online, on-demand instructional materials that included activities,
information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the
two other school districts only had access to the online materials with no instructor-led experience. This report documents
positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development
groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude
survey results. Recommendations for future study are also included. 相似文献
104.
The educational history of the Sultanate of Oman has undergone rapid development. In 1970, there were three primary schools. Today, there is universal education, with modern public and private institutions. In 1985, the first teacher education institutions offered a diploma programme. In 1994, six Colleges of Education, offering a degree, were established. Recently, the Directorate General-Colleges of Education, Ministry of Higher Education, introduced a quality assurance process in these colleges based on self-assessment, external review, feedback, and monitored change. This paper outlines how the process was established, the challenges it presented, and the solutions that have been developed. 相似文献
105.
106.
School-based comprehensive sexuality education (CSE) programmes play an important role in reducing young people’s sexual risk behaviour and promoting health and well-being. There is limited evidence regarding the attitudes and beliefs of parents towards the implementation of school-based CSE programmes in Islamic cultural settings, including Oman, which this mixed-method study set out to explore. A convenience sample of 250 parents, with equal numbers of mothers and fathers of children aged 12–14 years (grades 7–9) at two urban public pre-secondary schools in Saham, completed a paper-based self-administered questionnaire in Arabic. We found most parents (72.8%) supported school-based CSE programmes that conformed to Islamic requirements of pre-marital sexual abstinence, but there was some opposition. Almost all parents supported comprehensive age-appropriate CSE being taught to students aged 10–15 years, including topics perceived as controversial in Omani culture, except for birth control and safer sex. Most parents considered themselves, school teachers and school nurses to be important sources of CSE. The study findings which suggest strong parental support for CSE programmes can facilitate education policy, CSE curriculum decision-makers and school healthcare-providers in Oman, other Middle Eastern countries, and countries with Muslim immigrant populations. 相似文献
107.
Puberty Predicts Approach But Not Avoidance on the Iowa Gambling Task in a Multinational Sample 下载免费PDF全文
Grace Icenogle Laurence Steinberg Thomas M. Olino Elizabeth P. Shulman Jason Chein Liane P. Alampay Suha M. Al‐Hassan Hanan M. S. Takash Dario Bacchini Lei Chang Nandita Chaudhary Laura Di Giunta Kenneth A. Dodge Kostas A. Fanti Jennifer E. Lansford Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Liliana M. Uribe Tirado 《Child development》2017,88(5):1598-1614
According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross‐sectional sample of 3,234 adolescents (ages 9–17; M = 12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems. 相似文献
108.
109.
Jiří Baláš David Giles Leona Chrastinová Kateřina Kárníková Jan Kodejška Alžběta Hlaváčková 《Journal of sports sciences》2017,35(10):989-994
The aim of this study was to examine the effect of alterations in potential lead fall distance on the hormonal responses of rock climbers. Nine advanced female climbers completed two routes while clipping all (PRO-all) or half (PRO-½) of the fixed points of protection. Venous blood samples were analysed for total catecholamines, noradrenaline (norepinephrine), adrenaline (epinephrine), dopamine, lactate, cortisol and serotonin. Differences between the two conditions pre, immediately post and 15 min post climbing were assessed using a 2 × 3 repeated measures ANOVA. All hormones and blood lactate concentrations increased significantly (P < 0.05) immediately post climb, except for cortisol. Peak cortisol concentrations did not occur until 15 min post ascent. Further, significant interactions between climbing and clipping conditions were found for total catecholamines (890% of basal concentration in PRO-½ vs. 568% in PRO-all), noradrenaline (794% vs. 532%) and dopamine (500% vs. 210%). There were no significant interactions for adrenaline (1920% vs. 1045%), serotonin (150% vs. 127%) or lactate (329% vs. 279%). The study showed a greater catecholamine response with an increase in potential lead fall distance. The most pronounced increases seen in catecholamine concentration were reported for dopamine and noradrenaline. 相似文献
110.
Vickie E. Lake Stephanie Al Otaiba Lisa Guidry 《Journal of Early Childhood Teacher Education》2013,34(4):373-390
This mixed methods study reports on the perspectives of 143 preservice early childhood educators (ECE) and 208 elementary teacher candidates (TC) on teaching children with developmental disabilities and delays (DDD) in inclusive classrooms. A questionnaire was administered which included items on demographic characteristics, experience, knowledge, and feelings of competence when collaborating with colleagues and meeting the needs of students with DDD. Included was the Teachers’ Sense of Efficacy Scale short form (Tschannen-Moran &; Woolfolk Hoy, 2001). Qualitative data were collected through open-ended questions about successes and challenges in including children with DDD. Whenever applicable, items asked respondents to respond based on their most recent practicum in a child care or school setting. Similar findings were reported by both preservice ECE and elementary teacher candidates. TCs reported significantly greater experience, knowledge, and sense of efficacy in their teaching compared to ECEs, but no differences in feelings of competence. Analyses of open-ended questions about successes and challenges experienced by ECEs and TCs yielded similar themes related to differentiating teaching, enhancing participation for children, and collaborating, with TCs also expressing concerns about differentiating curriculum. Implications for early childhood and elementary teacher preparation programs are discussed. 相似文献