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Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
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Jose I. Navarro Pedro Ramiro Jose M. Lopez Manuel Aguilar Manuel Acosta Juan Montero 《European Journal of Psychology of Education - EJPE》2006,21(4):401-411
The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could
make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic
constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental
capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential
for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted
(n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants.
An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection
Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In
the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted
underperformed. 相似文献
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Simon Ülen Ivan Gerlič Mitja Slavinec Robert Repnik 《Journal of Science Education and Technology》2017,26(2):151-160
To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials. 相似文献
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Bonnie Klimes-Dougan Jose A. Lopez Perry Nelson Howard S. Adelman 《The Urban Review》1992,24(3):185-202
An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research. 相似文献
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