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61.
In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010 相似文献
62.
Patricia Melgar Rosa Larena Laura Ruiz Stephanie Rammel 《European Journal of Education》2011,46(2):219-227
In its growth strategy for the coming decade, the EU recognises the Roma as one of several groups especially affected by poverty and social vulnerability. So far, many efforts to reverse this social exclusion have failed; imposed solutions based on power relations have ignored Roma voices and suggestions from the community. As a result, the EU now emphasises the urgency of identifying measures that can effectively help their situation. This article draws on data from a qualitative longitudinal case study of predominantly Roma schools in Spain. It shows how the move from power-based relations with Roma families to more dialogic ones has helped overcome both social and educational exclusion. Two dimensions are identified that facilitate this transition: demonopolisation of the expert knowledge and recognition of the Roma culture. By introducing dialogic relations, these schools have encouraged more Roma women to participate in different domains; they have also increased their academic expectations, moved beyond society's prejudice towards the Roma, and helped new role models to emerge. 相似文献
63.
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry 总被引:1,自引:0,他引:1
This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (e liciting, r ecognizing, and u sing information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles—the teacher E licits a question; the S tudent responds; the teacher R ecognizes the student's response; and then U ses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three‐question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
64.
65.
Many countries include mental calculation within their curriculum, as the literature shows benefits related to it. However, evidence mainly focuses on the effects of teaching mental calculation on computational fluency. Therefore, the authors aimed to assess the effects of teaching mental calculation on double-digit computation, number line estimation, and computational fluency. Fifty second-grade students from a Uruguayan private school were randomly assigned to a control or treatment condition (n?=?25 each). The treatment group participated in 15 sessions of mental calculation intervention, while the control group received “teaching as usual.” Assessment took place before and after the intervention. The authors found no significant impact of the treatment on the mathematical outcome variables. The results are explained in the context of the available literature and the methodological decisions taken. From a perspective of evidence-based teaching practices, the present study contributes to a better understanding of effective instructional principles. 相似文献
66.
Alberto Soriano-Maldonado Jonatan R. Ruiz Inmaculada C. Álvarez-Gallardo Víctor Segura-Jiménez Alfredo Santalla Diego Munguía-Izquierdo 《Journal of sports sciences》2015,33(14):1515-1522
The present study aimed (1) to assess the validity and reliability of the Borg category-ratio (CR-10) scale for monitoring exercise intensity in women with fibromyalgia (FM) and (2) to examine whether women with FM can discriminate between perceived exertion and exercise-induced pain. Thirty-three women with FM performed two incremental treadmill tests (1 week separated). Heart rate, oxygen uptake, minute ventilation and respiratory quotient were measured. The ratings of perceived exertion (RPE: CR-10 scale) and exercise-induced pain were obtained at each workload. The Spearman’s correlation of RPE with the physiological responses ranged from 0.69 to 0.79. The regression models explained ~50% of the variability of the studied physiological responses. We found “perfect acceptable” agreement in 69% of the observations. Weighted Kappa was 0.66 (95% confidence interval [CI]: 0.59–0.72). There were differences between RPE and pain at workloads 3 (1.50; 95%CI: 0.85–2.16), 4 (2.10; 95%CI: 1.23–2.96), 5 (3.40; 95%CI: 1.29–5.51) and 6 (3.97; 95%CI: 1.61–6.33). The main findings of the present study suggest that the Borg CR-10 scale is valid and moderately reliable for monitoring exercise intensity in women with FM, and these patients were able to discriminate between exertion and exercise-induced pain. 相似文献
67.
Juan Ruiz 《Cultura y Educación》2013,25(19-20):205-217
El ordenador se ha abierto camino en la vida cotidiana con la misma fuerza que la pluma, la calculadora, la carpeta o el teléfono. Debatir su necesidad en educación, resulta hoy innecesario y conocer sus usos actuales y potenciales es cada vez más una necesïdad para actualizar la educación respecto a lo que en el futuro se perfila como su más habitual herramienta. 相似文献
68.
69.
Luis Javier Ruiz Cazorla José Luis Chinchilla Minguet Iván López Fernández 《Quest (Human Kinetics)》2013,65(4):352-365
In this article we analyze from a multidisciplinary perspective some of the philosophical foundations which underpin the theories on Olympism fostered by the current Olympic institutions. We start from the theory that Olympist idealism1 is based on social representations of the modern sport, implicit to which is the ideological justification for the political and social practices of the Olympic Movement (OM) regarding the various historical episodes in which it has been caught up. This idealism has shaped an inherited view of the sport which has moved beyond the ambit of the OM and into the realm of sports science, which has adopted and continues to adopt some of the postulates of the Olympist discourse when undertaking a critical review of the Olympic history and philosophy. 相似文献
70.
In this paper we describe a new methodology for practical teaching in the Computer Science University Degree. The methodology
is based on the Rolling technique. This technique consists in assign, in a rotary process, tasks, activities and responsibilities
to students along an established calendar with the aim of developing a software product. Practical teaching is supported by
a student-teacher contract that describes the goal, rules, plan with stages and activities, responsibilities and even the
assessment method. Students are organized in groups and teams, emulating a company organization. They develop all the activities
of the software engineering process in order to obtain a commercial product (the goal). In this process, students take different
responsibilities over the software verification and validation, activities and tasks, and over groups and teams leadership.
Along the teaching process, comprehensive information about the working team, time invested, deliverables in each stage, and
work/students assessment is gathered. The methodology has been tested for 4 years at the University of Córdoba and the results,
described in this paper, have shown an improvement in the students learning as well as in the acquisition of attitudes and
skills mandatory for their professional development. 相似文献