全文获取类型
收费全文 | 379篇 |
免费 | 7篇 |
专业分类
教育 | 291篇 |
科学研究 | 22篇 |
各国文化 | 19篇 |
体育 | 23篇 |
文化理论 | 2篇 |
信息传播 | 29篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 19篇 |
2017年 | 19篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 14篇 |
2013年 | 70篇 |
2012年 | 13篇 |
2011年 | 13篇 |
2010年 | 7篇 |
2009年 | 9篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 13篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1968年 | 2篇 |
1966年 | 1篇 |
1918年 | 1篇 |
1897年 | 1篇 |
1895年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有386条查询结果,搜索用时 296 毫秒
51.
This study investigated reasons for the omission of the torso typical in most young children's drawings of the human figure. Do they have an incomplete mental image of the human figure; if so will the torso be omitted from a manikin task too? As the head is normally drawn first, is the torso simply forgotten; if so will children include it if they are asked to draw the torso first? Eighty tadpole‐drawers (aged between 2 years 7 months and 5 years) were randomly allocated to a drawing or a manikin condition; they were further subdivided into a head‐first or torso‐first condition. Significantly more children produced a conventional figure when they constructed a manikin compared with those who were asked to draw; the order of body parts (head‐first vs torso‐first) had no significant effect. These results suggest that young children omit the torso from their human figures because they have yet to devise a way of drawing it, perhaps because it is a relatively unimportant item; there is little evidence that they have simply forgotten it or that their mental model for the human figure is incomplete. 相似文献
52.
Adrienne O. Wente Mariel K. Goddu Teresa Garcia Elyanah Posner María Fernández Flecha Alison Gopnik 《Child development》2020,91(4):1166-1182
Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age. 相似文献
53.
Mason Marshall 《Educational theory》2020,70(2):215-229
In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational. 相似文献
54.
This article considers the challenge of sustainable change and development in education from the perspective of complexity theory. Complexity theory’s concept of emergence implies that, given a significant degree of complexity in a particular environment, new properties and behaviours emerge that are not necessarily contained in the essence of the constituent elements, or easily able to be predicted from a knowledge of initial conditions. These concepts of emergent phenomena from a critical mass, associated with notions of lock-in, path dependence, and inertial momentum, contribute to a perspective on continuity and change that indicates what conditions might need to be in place for the emergence of sustainable, positive, system-wide change and development in education. 相似文献
55.
56.
Greg Dimitriadis Emily Cole Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379
The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment. 相似文献
57.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
58.
Searching the Web to learn about a controversial topic: are students epistemically active? 总被引:1,自引:0,他引:1
Students are making an increased use of the Web as a source for solving information problems for academic assignments. To
extend current research about search behavior during navigation on the Web, this study examined whether students are able
to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition
is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we
investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the
search context. Forty-six psychology and engineering university students were asked to research information about a controversial
subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative
analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although
to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic
dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification
of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for
cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition
were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated
reflections about the sources as well as the information provided, outperformed students who were active only at the first
epistemic level. Educational implications are drawn. 相似文献
59.
60.
Classroom Climate,Cardiac Vagal Tone,and Inhibitory Control: Links to Focused Attention in First Graders
下载免费PDF全文
![点击此处可从《Mind, Brain, and Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sara Scrimin Gabriele Osler Ughetta Moscardino Lucia Mason 《Mind, Brain, and Education》2018,12(1):61-70
The present study aimed to investigate the role of classroom climate and self‐regulation in terms of cardiac vagal tone and inhibitory control in primary school students' focused attention. A combination of direct and indirect measures was used to assess classroom climate, sustained and selective attention, and inattention behaviors among 62 first graders. We also registered students' cardiac vagal tone at rest and their levels of inhibitory control in a reaction time task. A single underlying factor combining sustained and selective attention as well as (the lack of) inattention behaviors accounted for students' focused attention. A regression analysis revealed that classroom climate, cardiac vagal tone, and inhibitory control interacted to explain first graders' focused attention. In classrooms with a negative climate, high levels of inhibitory control attenuated the negative effect of low cardiac vagal tone on students' ability to remain focused during classroom activities. Implications for theory and practice are discussed. 相似文献