首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   40篇
  免费   1篇
  国内免费   1篇
教育   14篇
科学研究   2篇
体育   1篇
信息传播   25篇
  2019年   1篇
  2018年   1篇
  2017年   1篇
  2013年   6篇
  2012年   1篇
  2011年   1篇
  2009年   1篇
  2006年   1篇
  2004年   2篇
  2002年   2篇
  1999年   1篇
  1997年   1篇
  1995年   13篇
  1994年   1篇
  1993年   2篇
  1991年   2篇
  1989年   1篇
  1986年   1篇
  1984年   1篇
  1976年   1篇
  1917年   1篇
排序方式: 共有42条查询结果,搜索用时 203 毫秒
31.
32.
33.
34.
OBJECTIVE: Childhood abuse and other adverse childhood experiences (ACEs) have historically been studied individually, and relatively little is known about the co-occurrence of these events. The purpose of this study is to examine the degree to which ACEs co-occur as well as the nature of their co-occurrence. METHOD: We used data from 8,629 adult members of a health plan who completed a survey about 10 ACEs which included: childhood abuse (emotional, physical, and sexual), neglect (emotional and physical), witnessing domestic violence, parental marital discord, and living with substance abusing, mentally ill, or criminal household members. The bivariate relationship between each of these 10 ACEs was assessed, and multivariate linear regression models were used to describe the interrelatedness of ACEs after adjusting for demographic factors. RESULTS: Two-thirds of participants reported at least one ACE; 81%-98% of respondents who had experienced one ACE reported at least one additional ACE (median: 87%). The presence of one ACE significantly increased the prevalence of having additional ACEs, elevating the adjusted odds by 2 to 17.7 times (median: 2.8). The observed number of respondents with high ACE scores was notably higher than the expected number under the assumption of independence of ACEs (p <.0001), confirming the statistical interrelatedness of ACEs. CONCLUSIONS: The study provides strong evidence that ACEs are interrelated rather than occurring independently. Therefore, collecting information about exposure to other ACEs is advisable for studies that focus on the consequences of a specific ACE. Assessment of multiple ACEs allows for the potential assessment of a graded relationship between these childhood exposures and health and social outcomes.  相似文献   
35.
Much has been written about the relationships between learning styles and learning preferences with the aim of tailoring teaching methods to the ways that students prefer to learn. This study used a sample of 201 management undergraduates to examine the relationships between Kolb's four learning styles and four learning types, and 12 different learning preferences. Only three significant relationships were found. It is suggested that large individual differences in learning preferences within each style and type, and small differences in learning preference mean scores show that, overall, there are weak linkages between learning styles and learning preferences. It is recommended that researchers control for Type I error rates and present effect sizes when statistically significant relationships are found to prevent chance and trivial findings from influencing educators. It is recommended that educators use a variety of learning methods and encourage students to be receptive to different learning methods rather than try to link specific learning methods to specific learning styles.  相似文献   
36.
37.
This case study recounts a process of course design, conduct, and evaluation for a single-session chemical information literacy class using guided and team-based learning. This approach incorporates active learning, worked examples, process worksheets, and POGIL elements. The instruction followed an iterative cycle of learning exercises whereby (1) the instructor introduces an information problem or task through a short presentation, (2) student teams collaboratively work through process worksheets that guide them through the technical and analytical tasks of resolving the information problem or task, (3) the instructor serves as a facilitator to address learning needs that arise during the exercise, while student teams analyze and reflect upon the learning activity and concepts, and afterwards, (4) the class engages in a discussion as an opportunity for evaluation, further exploration, and peer instruction. Overall, the guided and team-based learning approach offers opportunities to observe student progress closely and forges a collaborative spirit between students and the instructor for an engaging and rewarding experience.  相似文献   
38.
This study examined borderland discourse emergent from the practicum experiences of non-native English speaking pre-service teachers (PSTs) in a Thai primary school. Borderland discourse is defined as a space where personal and professional constructs intersect, which is often in a state of dissonance. Over a ten-week practicum period, the PSTs narrated their experiences through a dialogic reflective journal with their teacher-educator. A main issue was the dissonance between PSTs’ expectations with the reality of their teaching context. Some of which were the Thai students’ inability to communicate in English and the use of a syllabus that did not reflect the students’ language abilities. This led to a renegotiation of PSTs’ pedagogical approaches. This study also highlighted potential challenges that non-native English speaking PSTs may face if teaching in a context that is linguistically or culturally different from theirs, as well as a brief account of English language education in Thailand.  相似文献   
39.
Robert Loo 《教育心理学》1997,17(1-2):95-100
Learning styles are purported to be relatively stable characteristics with some change or development expected. Some studies using Kolb's Learning Style Inventory (LSI) have reported significant positive test‐retest correlations of LSI scores or nonsignificant repeated‐measures ANOVAs and concluded that learning styles are stable. This study examined stability and change on Kolb's revised Learning Style Inventory (LSI‐1985) using 152 participants at two points in time separated by about 10 weeks. A variety of statistics were used to evaluate stability and change in LSI‐1985 scores for the four subscales and two dimensions and the four learning styles. The use of test‐retest correlations, differences between means and other methods emphasising group effects were criticised. It was recommended that researchers also analyse and report the stability and change of style categories directly, not just score changes. These comments are also applicable to other learning style measures such as the Learning Style Questionnaire.  相似文献   
40.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号