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41.
Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment. 相似文献
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Barbara A. Crawford 《科学教学研究杂志》2000,37(9):916-937
“This is the thing I really get excited about. There are some great ideas here, some really neat projects. Wanda and Joan are working on amphibian decline. Ann is interested in territorial behavior or some sort of feeding behavior in crawdads. That is a good one to study because crawdads are an important decomposer in the stream. We're looking at what kinds of criteria in a stream make it habitable for different kinds of organisms. And when you see those different combinations of organisms, what do they mean? How do you interpret them? I mean we're really getting into higher levels of thinking, because we're looking at different kinds of organisms and interpreting them in terms of stream health.” Jake, biology teacher, Northwestern High School. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 916–937, 2000 相似文献
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The ability to successfully discriminate between multiple potentially relevant source analogs when solving new problems is crucial to proficiency in a mathematics domain. Experimental findings in two different mathematical contexts demonstrate that providing cues to support comparative reasoning during an initial instructional analogy, relative to teaching the same analogs and solution strategies without such cues, led to increased ability to discriminate between relevant analogs at a later test. Specifically, providing comparative gestures and visibly aligned source and target problems during initial learning led to higher rates of positive extension of learning to new contexts, and lower rates of susceptibility to misleading contextual features, both immediately and after a week delay. 相似文献
45.
Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions
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In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors. 相似文献
46.
Robert Putnam’s conceptualization of social capital has been commonly associated with, and used to analyse, sport-for-development programmes. This paper bucks this trend and uses James Coleman’s rational strain of social capital to examine the use of sport as a component part of a programme to support male adults in addressing connected problems of substance misuse, homelessness and other forms of social exclusion. Using a qualitative research strategy, in-depth and longitudinal data were collected using individual interviews and focus groups with programme participants and key stakeholders over a three-year period. The results suggest the importance of unintentionality for the formation and use value of social capital; indicating that social capital created through this programme was individual, contingent on interactional context and benefited individuals in line with Coleman’s six aspects of social capital. 相似文献
47.
Abstract The single-stage treadmill walking test of Ebbeling et al. is commonly used to predict maximal oxygen consumption ([Vdot]O2max) from a submaximal effort between 50% and 70% of the participant's age-predicted maximum heart rate. The purpose of this study was to determine if this submaximal test correctly predicts [Vdot]O2max at the low (50% of maximum heart rate) and high (70% of maximum heart rate) ends of the specified heart rate range for males and females aged 18 – 55 years. Each of the 34 participants completed one low-intensity and one high-intensity trial. The two trials resulted in significantly different estimates of [Vdot]O2max (low-intensity trial: mean 40.5 ml · kg?1 · min?1, s = 9.3; high-intensity trial: 47.5 ml · kg?1 · min?1, s = 8.8; P < 0.01). A subset of 22 participants concluded their second trial with a [Vdot]O2max test (mean 47.9 ml · kg?1 · min?1, s = 8.9). The low-intensity trial underestimated (mean difference = ?3.5 ml · kg?1 · min?1; 95% CI = ?6.4 to ?0.6 ml · kg?1 · min?1; P = 0.02) and the high-intensity trial overestimated (mean difference = 3.5 ml · kg?1 · min?1; 95% CI = 1.1 to 6.0 ml · kg?1 · min?1; P = 0.01) the measured [Vdot]O2max. The predictive validity of Ebbeling and colleagues' single-stage submaximal treadmill walking test is diminished when performed at the extremes of the specified heart rate range. 相似文献
48.
There are substantial pressures for changes in teaching practice which are now clearly reflected in government policy. It is argued that these pressures have emerged from changes in the culture of technologically based societies and the resulting changes in the needs of all students in schools. The implications of recent theories of learning and new needs for learners are discussed with respect to teacher education. An attempt to change the way in which students are prepared in mathematics education is reported. Data collected as part of the study indicate the need for a system‐wide approach to change. 相似文献
49.
Families of preterm infants need a tremendous amount of support. This resource column highlights several Web sites that may be useful to health care providers and childbirth educators, as well as to parents of premature infants and their families. 相似文献
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