全文获取类型
收费全文 | 136篇 |
免费 | 5篇 |
专业分类
教育 | 117篇 |
科学研究 | 4篇 |
各国文化 | 1篇 |
体育 | 4篇 |
文化理论 | 4篇 |
信息传播 | 11篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 10篇 |
2017年 | 12篇 |
2016年 | 9篇 |
2015年 | 5篇 |
2014年 | 10篇 |
2013年 | 29篇 |
2012年 | 4篇 |
2011年 | 9篇 |
2010年 | 2篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 4篇 |
2002年 | 1篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
排序方式: 共有141条查询结果,搜索用时 93 毫秒
101.
102.
Note taking has been categorized as a two-stage process: the recording of notes and the review of notes. We contend that note taking might best involve a three-stage process where the missing stage is revision. This study investigated the benefits of revising lecture notes and addressed two questions: First, is revision more effective than non-revision? Second, what revision method is best? Experiment 1 addressed the first question by comparing the performance of participants who revise or recopy lecture notes. Experiment 2 addressed the second question by investigating whether revision was best done (a) during pauses throughout the lecture or one equally-timed pause after the lecture, and (b) with a partner or alone. Dependent measures were original and additional notes and fact and relationship test scores. Results upheld three effects: (a) a modest revision effect—revisers recorded more additional notes and achieved somewhat higher scores on relationship items than re-copiers, (b) a pause effect—those revising during pauses outperformed those revising after the lecture on the notes and achievement measures, and (c) a modest partner effect—those revising with partners recorded more original notes than those revising alone. Furthermore, the combination of pauses and partners has merit and holds promise as a means for revision. Overall, findings suggested that revision is a new student-centered means to boost lecture note taking and achievement. 相似文献
103.
104.
Marit Wijnen Sofie M. M. Loyens Lydia Schaap 《Interactive Learning Environments》2016,24(8):1907-1921
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL condition, a lecture condition, or a self-study condition. All participants had the opportunity to study the same text. Their knowledge acquisition was tested on both an immediate post-test and a delayed post-test, one week later. The results showed beneficial effects for the PBL group on the immediate and the delayed test compared to the lecture group. There were no differences between knowledge acquisition scores for the self-study condition and either of the other conditions. Moreover, no differences on knowledge retention were shown, because the decline in performance over time was equal in all conditions. In conclusion, the present study provides experimentally based evidence of the disadvantageous effects of instruction through lectures compared to PBL. 相似文献
105.
This study focuses on the implementation of a peer‐led team learning (PLTL) instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years. Students who experienced the student‐centered instruction and worked in small groups facilitated by a peer leader (treatment) in 1996–1999 were compared with students who experienced the traditional recitation section (control) in 1992–1994. Quantitative and qualitative data show statistically significant improvements in student performance, retention, and attitudes about the course. These findings suggest that using undergraduate leaders to implement a peer‐led team learning model that is built on a social constructivist foundation is a workable mechanism for effecting change in undergraduate science courses. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 606–632, 2002 相似文献
106.
The current study examines the impact of a three-week precision teaching (PT) intervention programme through the Irish language on a group of primary school pupils’ Irish reading fluency. The study employed a mixed factorial experimental design. Thirty-six Irish primary school pupils who were learning Irish as a second language were recruited for this study. Participants were divided evenly into two groups: experimental and control (N?=?18). Participants completed tests of isolated sight word reading fluency and contextualised reading fluency before and after the PT intervention programme. The experimental group was exposed to the PT programme, which focused on isolated Irish vocabulary, while the control group experienced typical teaching of Irish. The results of a one-way multivariate analysis of variance and a series of dependent-samples t-tests revealed that in contrast to the control group, the experimental group exhibited a significant increase in both isolated sight word reading fluency and contextualised reading fluency following the intervention. This study emphasises the potential value of utilising PT to aid second language learning, not only for increasing isolated sight word reading fluency, but also for enhancing contextualised reading fluency. 相似文献
107.
Cultural Studies of Science Education - In an effort to pursue and achieve quality and equity in science education, the South African National Curriculum Statement stipulates that learners should... 相似文献
108.
Markus Gerber Ralf Brand Franziska Antoniewicz Sandrine Isoard-Gautheur Henrik Gustafsson Renzo Bianchi 《Journal of sports sciences》2019,37(14):1673-1680
The development of cynical attitudes towards elite sport is a core symptom of athlete burnout and has been associated with dropout from elite sport. To date, this phenomenon has mainly been studied by investigating explicit attitudes towards sport, whereas athletes’ automatic evaluations (i.e. implicit attitudes) that have been shown to influence behavior as well were not considered. This study aimed to compare explicit and implicit attitudes towards sport of young elite athletes with high (N = 24) versus low (N = 26) burnout symptoms. Using self-reported measures, general and athlete burnout symptoms were assessed. Additionally, a single-target implicit association test was administered to examine participants’ automatic evaluation of sport. Statistical analysis revealed greater emotional/physical exhaustion and sport devaluation in athletes reporting high compared to low burnout symptoms. Implicit attitudes towards sport did not significantly differ between the groups. Furthermore, no significant correlations were observed between different athlete burnout symptoms and implicit attitudes. Athletes with high burnout symptoms show a tendency to explicitly detach themselves from sport, thus fostering sport devaluation as a core symptom of athlete burnout. However, this process does not seem to be reflected in their implicit attitudes towards sport. 相似文献
109.
Dana L. Bickmore Lydia Diane Davenport 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):235-250
Few researchers have explicitly examined the benefits to practicing principals engaged in mentoring aspiring principals. Through the lens of transformative learning, the purpose of our study was to examine the professional learning of practicing principals engaged as mentors with aspiring principals in a leadership preparation program. Two questions guided our study. First, how does engaging in the mentoring process lead to professional learning? Second, how does that learning manifest itself in principal practice? Findings suggested principal mentor/protégé and mentor/mentor interactions prompted mentors to question their own experiences and practices, problematizing some of these practices. Principals then generated solutions, which lead to changes in core beliefs and assumptions and finally changes in practices, reflective of transformative learning. 相似文献
110.
Dena Fam Elizabeth Clarke Rebecca Freeth Pim Derwort Kathleen Klaniecki Lydia Kater‐Wettstdt Sadhbh Juarez‐Bourke Stefan Hilser Daniela Peukert Esther Meyer Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34
Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified. 相似文献