全文获取类型
收费全文 | 274篇 |
免费 | 7篇 |
专业分类
教育 | 209篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 29篇 |
信息传播 | 31篇 |
出版年
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 9篇 |
2018年 | 9篇 |
2017年 | 15篇 |
2016年 | 13篇 |
2015年 | 7篇 |
2014年 | 8篇 |
2013年 | 74篇 |
2012年 | 8篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 11篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1980年 | 1篇 |
1975年 | 1篇 |
1971年 | 1篇 |
1958年 | 1篇 |
1948年 | 1篇 |
1947年 | 1篇 |
1932年 | 1篇 |
1923年 | 1篇 |
1921年 | 1篇 |
1868年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有281条查询结果,搜索用时 15 毫秒
1.
2.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
3.
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献
4.
Jia‐ling Charlene Yau 《Journal of Research in Reading》2005,28(2):108-124
This study investigated how two readers of Mandarin with differing reading‐proficiency skills interacted with a narrative passage, as well as what knowledge they brought to and made use of while reading the text. The perspectives of reading comprehension, transactional theory and social‐cognitive models of reading served as this study's theoretical framework. Two Sixth‐Grade participants were selected for inclusion through snowball sampling. The data in this study were obtained from interviews and think‐alouds. Qualitative analysis indicated that the skilled Mandarin reader's stance moved along the efferent/aesthetic continuum, while the less‐skilled Mandarin reader's was mainly efferent. The skilled reader employed strategies of inferencing, summarisation and synthesis during and after reading, while the less‐skilled reader applied bridging inferences, paraphrasing and repetition. The findings of this study corroborate previous findings that proficient readers employ more sophisticated approaches to reading than less‐proficient readers. 相似文献
5.
6.
Interaction of wrestling shoe and competition surface: effects on coefficient of friction with implications for injury 总被引:1,自引:0,他引:1
Newton R Doan B Meese M Conroy B Black K Sebstianelli W Kramer W 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(2):157-166
The purpose of this study was to determine whether there is a significant difference in the co-efficient of friction (Fc) between old versus new wrestling shoes and mats and to investigate the effect of perspiration. Fc was measured by dragging a weighted shoe over a wrestling mat surface and measuring the vertical and horizontal forces produced. Three different shoe conditions were assessed over two mat types for both wet and dry conditions for a total of 12 conditions. To simulate the wet condition, saline solution was smeared over the surface of the mat. There was a significant effect of shoe, mat, and wet/dry conditions. In addition, significant interactions of shoe by mat, shoe by dry/wet, and mat by dry/wet were observed. Overall, Fc was 36% higher for the new wrestling mat compared to the old wrestling mat. Application of the saline solution reduced Fc by 14% compared to the dry condition. Comparison of the mean Fc for all three shoe types revealed the Fc for the older design shoe was 23% to 28% lower than the brand new shoe and the worn newer design, respectively. A high Fc, such as in the new mat/new shoe combination, has the potential to increase the risk of knee and ankle injuries by fixing the foot more securely to the ground. 相似文献
7.
8.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
9.
10.
The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice. 相似文献