全文获取类型
| 收费全文 | 107篇 |
| 免费 | 2篇 |
专业分类
| 教育 | 89篇 |
| 科学研究 | 7篇 |
| 体育 | 3篇 |
| 文化理论 | 1篇 |
| 信息传播 | 9篇 |
出版年
| 2018年 | 2篇 |
| 2017年 | 3篇 |
| 2016年 | 4篇 |
| 2015年 | 2篇 |
| 2014年 | 2篇 |
| 2013年 | 42篇 |
| 2012年 | 1篇 |
| 2011年 | 2篇 |
| 2010年 | 1篇 |
| 2009年 | 2篇 |
| 2008年 | 5篇 |
| 2007年 | 1篇 |
| 2005年 | 3篇 |
| 2004年 | 2篇 |
| 2003年 | 1篇 |
| 2002年 | 3篇 |
| 2001年 | 1篇 |
| 2000年 | 1篇 |
| 1996年 | 1篇 |
| 1995年 | 2篇 |
| 1989年 | 2篇 |
| 1987年 | 2篇 |
| 1986年 | 1篇 |
| 1985年 | 2篇 |
| 1984年 | 2篇 |
| 1983年 | 1篇 |
| 1980年 | 1篇 |
| 1979年 | 1篇 |
| 1978年 | 2篇 |
| 1976年 | 3篇 |
| 1975年 | 1篇 |
| 1971年 | 1篇 |
| 1970年 | 1篇 |
| 1967年 | 1篇 |
| 1962年 | 1篇 |
| 1958年 | 1篇 |
| 1944年 | 4篇 |
| 1941年 | 1篇 |
排序方式： 共有109条查询结果，搜索用时 15 毫秒
101.
102.
103.
104.
105.
106.
Lawrence W. Sherman 《科学教学研究杂志》1989,26(1):55-64
Achievement in individually competitive and cooperatively reward-structured environments was examined in two high-school biology classrooms. Each was pretested and taught an identical unit of study, one in an individually competitive structure and the other using a cooperative group-investigation model. At the end of seven weeks both classes were posttested. A two-way within-subjects ANOVA was used to determine significant differences in pre- and post-test scores between the two treatment groups. The two groups were not significantly different from each other on the pretest. While both cooperative and competitive techniques obtained significantly (p < 0.05) higher posttest scores, neither treatment was superior over the other in producing academic achievement. Results are compared to previous studies which have examined differences among cooperatively, competitively, and individually structured classrooms. 相似文献
107.
Orna Fallik Bat-Sheva Eylon Sherman Rosenfeld 《Journal of Science Teacher Education》2008,19(6):565-591
We investigated the effects of a long-term, continuous professional development (CPD) model, designed to support teachers
to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do
expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? Novice teachers evaluated that they acquired
the relevant skills but also expressed worries about enacting the program, due to potential difficulties for teachers. Nonetheless,
the teachers enacted the program and identified unforeseen benefits for themselves and their students. We suggest that the
CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support
to integrate student free-choice PBL into the formal science curriculum. 相似文献
108.
109.