全文获取类型
| 收费全文 | 74篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 56篇 |
| 科学研究 | 4篇 |
| 体育 | 2篇 |
| 信息传播 | 12篇 |
出版年
| 2020年 | 2篇 |
| 2019年 | 1篇 |
| 2013年 | 4篇 |
| 2011年 | 1篇 |
| 2010年 | 2篇 |
| 2009年 | 1篇 |
| 2008年 | 1篇 |
| 2007年 | 2篇 |
| 2006年 | 1篇 |
| 2004年 | 1篇 |
| 2003年 | 8篇 |
| 2002年 | 1篇 |
| 1999年 | 1篇 |
| 1997年 | 5篇 |
| 1996年 | 6篇 |
| 1995年 | 3篇 |
| 1994年 | 2篇 |
| 1993年 | 2篇 |
| 1992年 | 2篇 |
| 1991年 | 1篇 |
| 1990年 | 2篇 |
| 1989年 | 2篇 |
| 1987年 | 2篇 |
| 1986年 | 4篇 |
| 1985年 | 2篇 |
| 1984年 | 5篇 |
| 1983年 | 2篇 |
| 1982年 | 1篇 |
| 1980年 | 1篇 |
| 1978年 | 1篇 |
| 1977年 | 1篇 |
| 1975年 | 1篇 |
| 1971年 | 1篇 |
| 1965年 | 1篇 |
| 1963年 | 1篇 |
排序方式： 共有74条查询结果，搜索用时 15 毫秒
1.
2.
3.
MARK T. NELSON 《Philosophical Books》1990,31(3):169-171
4.
5.
6.
7.
8.
MARK HARDMAN 《Journal of Philosophy of Education》2019,53(2):273-292
Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I argue that there is a category error inherent in the way that the spectres of conceptual understanding are assumed to emerge from the unique circumstances of educational practice. This error has a long heritage which spans from Aristotle's essentialism to cognitivist theories of learning. I will show that this category error is sustaining an unnecessary separation between knowledge and learning in contemporary debates about curriculum, pedagogy and assessment. Deleuze's notion of multiplicity offers an alternative characterisation, making a single curricular concept synonymous with the many, unique manifestations of that concept in the world. Seeing concepts as multiplicities allows us to recognise that curricular concepts themselves, and the conceptual understandings of individuals, are in a process of continual becoming. Concepts are dynamic and emergent from unique circumstances, yet allow shared understanding and assessment. Exorcising the supernatural view of concepts from contemporary debates in education is an affirmative first step in developing a more specific account of learning. 相似文献
9.
DALE R. FUQUA AL W. JOHNSON MARK W. ANDERSON JODY L. NEWMAN 《Counselor Education & Supervision》1984,24(1):85-95
With the renewed interest in the role of cognition in counselor training, numerous studies examining this phenomenon have emerged. This article reviews existing literature relevant to cognitive issues in training. The effects of various cognitive attributes such as conceptual level and cognitive style are discussed. Similarly, the impact of various cognitive training strategies on trainee performance are examined, such as modification of trainee cognitions to enhance skill generalization and cognitive restructuring techniques to alter maladaptive cognitions of trainees. In addition, methodological issues that have served to limit research activity are addressed. Brief recommendations are offered for future research and training efforts. 相似文献
10.