全文获取类型
收费全文 | 307篇 |
免费 | 7篇 |
专业分类
教育 | 229篇 |
科学研究 | 9篇 |
各国文化 | 3篇 |
体育 | 50篇 |
文化理论 | 7篇 |
信息传播 | 16篇 |
出版年
2022年 | 6篇 |
2021年 | 6篇 |
2020年 | 13篇 |
2019年 | 22篇 |
2018年 | 23篇 |
2017年 | 19篇 |
2016年 | 21篇 |
2015年 | 9篇 |
2014年 | 12篇 |
2013年 | 50篇 |
2012年 | 22篇 |
2011年 | 5篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 8篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1960年 | 1篇 |
1957年 | 1篇 |
1956年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有314条查询结果,搜索用时 827 毫秒
131.
132.
One of the main differences between novice and expert problem solving in physics is that novices mostly construct problem representations from objects and events in the experimental situation, whereas experts construct representations closer to theoretical terms and entities. A main difficulty in physics is in interrelating these two levels, i.e. in modelling. Relatively little research has been done on this problem, most work in AI, psychology and physics education having concentrated on how students use representations in problem solving, rather than on the complex process of how they construct them. We present a study that aims to explore how students construct models for energy storage, transformation and transfers in simple experimental situations involving electricity and mechanics. The study involved detailed analysis of problem solving dialogues produced by pairs of students, and AI modelling of these processes. We present successively more refined models that are capable of generating ideal solutions, solutions for individual students for a single task, then models for individuals across different tasks. The students' construction of energy models can be modelled in terms of the simplest process of modelling — establishing term to term relations between elements of the object/event world and the theory/model world, with underlying linear causal reasoning. Nevertheless, our model is unable to take into account more sophisticated modelling processes in students. In conclusion we therefore describe future work on the development of a new model that could take such processes into account.1. CHENE = CHaîne ENErgetique, or Energy Chain. (In French Chêne also means oak).2. Throughout the rest of the paper we use the following simple notation in order to avoid possible confusion between modelling as a process performed by the students, in the domain of physics, and AI modelling of the former modelling process: students' modelling in physics = modelling
SP
; AI modelling (of modelling
SP
) = modelling
AI
.3. It has not been necessary to use more sophisticated strategies at the stage of our work reported here. The next system, modelCHENE, will directly address this issue.4. Note that what we refer to in this context as problem solving may in another context be viewed as construction of a qualitative representation for subsequent quantitative problem solving.5. The protocols indicate that students use this as a kind of anchor in their reasoning-some students returning to it in order to resolve impasses. As the current problem solver provides no mechanism for handling impasses we cannot model the reuse of information in any meaningful way.6. We are grateful to an anonymous reviewer for this example.7. This provides the minimum distinction for our initial needs.8. Though there is a difficult step in deciding that the moving object really is the last unassigned object-since that requires setting aside any need to assign roles to, for example, connecting strings etc.9. At the moment we have to provide psCHENE with slightly different rulesets: providing rules with priorities would be more convenient. 相似文献
133.
André A. Rupp 《教育实用测度》2018,31(3):191-214
ABSTRACTThis article discusses critical methodological design decisions for collecting, interpreting, and synthesizing empirical evidence during the design, deployment, and operational quality-control phases for automated scoring systems. The discussion is inspired by work on operational large-scale systems for automated essay scoring but many of the principles have implications for principled reasoning and workflow management for other use contexts. The overall workflow is described as a series of five phases, each one having two critical sub-phases with a large number of associated methodological design decisions. These phases involve assessment design, linguistic component design, model design, model validation, and operational deployment. Through brief examples, the various considerations for these design decisions are illustrated, which have to be carefully weighed in the overall decision-making process for the system in order to unveil the complexities that underlie this work. The article closes with reflections on resource demands as well as recommendations for best practices of interdisciplinary teams who engage in this work, underscoring how this work is a blend of scientific rigor and artful practice. 相似文献
134.
Andrée Gacoin 《Sex education》2016,16(5):534-548
Within the context of sexuality education as an HIV prevention strategy, much attention has been given to what content should be taught and the effectiveness of that content in achieving desired goals. While some research has problematised how curricular content is understood or taken-up, what remains largely unquestioned is a pedagogical imaginary of knowledge as a fixed and stable object that can be transmitted from teacher to learner. This paper builds on feminist readings of pedagogy, and in particular the work of Elizabeth Ellsworth, to interrogate what might happen within sexuality education by thinking about knowledge as continually being made. Drawing on data from a year-long ethnographic research study conducted with loveLife, a national HIV prevention programme for young people in South Africa, the paper problematises the perceived boundaries of what is taught and explicitly engages the pedagogical approach as a constitutive part of what can/should/must be known as well as what kind of relation is offered to that knowledge. The question then is how sexuality education might be re-articulated to engage with ongoing and power-laden struggles within configurations of knowledge, and how a pedagogical approach might open those configurations to ways of knowing, and being known, that are more just for more people. 相似文献
135.
This paper describes the academic profession in Saudi Arabia, a state dependent upon oil exports, and explores how different social groups are accommodated within the higher education system. The discussion examines the relationship between political power and academic labour, and seeks to explain how local policies and practices are negotiating the converging effects of globalization on higher education. 相似文献
136.
Andrée Tiberghien Olga Megalakaki 《European Journal of Psychology of Education - EJPE》1995,10(4):369-383
How students acquire physics concepts is still an open research question, since the knowledge is complex and requires a long time to be acquired. Within this perspective, this paper presents an analysis of student’s cognitive processes and their evolution during the resolution of a succession of teaching tasks specifically designed to put into play a modelling activity in physics. We particularly focused on cognitive processes which establish relations between the world of objects and events (experimental field) and that of the theory/model. We observe the evolution from simple cognitive processes to more complex ones throughout the successive tasks. This evolution is only possible because the students can simultaneously process elements of the theory/model and the experimental field. 相似文献
137.
ABSTRACT One strand of historical research in education that sails on the waves of the visual turn in history concerns the progressive image of education. A major reference point is an article written in 2007 by Burke and Grosvenor, who, on the basis of the photographic archives of two progressive schools in England, constructed a visual typology of progressive education. After a content analysis of 944 images published in the educational journal The New Era and 1827 images in Progressive Education in the period 1920–1939, it is concluded that this typology is partly adequate for describing a common image of new education in the UK and progressive education in the USA. But it should be extended with two more elements: (a) urban discovery and nature exploration, and (b) cultural-historical representations and recapitulation. In the latter children are first portrayed as ‘primitive savages’ who later become little bankers and shopkeepers in a capitalist economy. 相似文献
138.
ABSTRACT Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world, momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only point to political, methodological and pragmatic reasons for and against value-added indicators, but also highlighted ethical and legal reasons pro (but not against) VAM. Overall, the most prominent reason for including VAM into the new accountability system was the ethical consideration. The notion that a fairer indicator could make justice, especially for those schools working in disadvantaged contexts, was a recurrent idea. In contrast, the most recurrent reasons against VAM were methodological. Whilst research on VAM for the Chilean school system has been conducted over the last decade, it has impacted very little the policy arena. Given that the creation of frameworks for assessing value-added indicators takes time, needs policy and research support and needs to consider potential unintended consequences, the road towards including them into the Chilean school accountability system is just starting. 相似文献
139.
Michael F. Christie André Jaun Lars-Erik Jonsson 《European Journal of Engineering Education》2002,27(1):13-20
This paper is based on an evaluation of a mixed mode course called Learning Numerical Methods for Partial Differential Equations from the Web. The authors discuss the impact of information communication technology (ICT) on the provision of tertiary education and cite the course as an example of how it can be used at the subject level. The course employed ICT in a number of different ways. The introductory part of the course was held in a specifically designed video-conferencing facility that had a range of ICT capabilities. The design of the room is critiqued as is the use that was made of it. Throughout the paper the authors emphasize the point that ICT is a powerful tool for teaching and learning but failure to plan, deliver and assess ICT-based courses on sound pedagogical grounds merely means that poor teaching and learning practices are disseminated more widely and more quickly. On the basis of our evaluation we propose a simple set of questions that can be used to evaluate the best use of ICT in engineering education. 相似文献
140.
Jerônimo de Oliveira Loureiro Rossano André Dal-Farra 《Environmental Education Research》2018,24(12):1655-1668
AbstractThe increasing urbanization and alienation from nature reduce children’s opportunities to interact with plants and challenge teachers to devise educational practices that contribute to learning botany. This study presents the results of activities developed in a Brazilian school through explorations, drawings, dried and pressed specimens, and semi-structured interviews. The data were evaluated using mixed methods analysis. Leaves were the structure that was most frequently drawn by 1st- and 2nd-year students, followed by stems. Among students in their 3rd, 4th, and 5th years, more emphasis was on flowers and their detailed morphological structures. The 1st- and 2nd-year students included non-living elements and the surrounding environment in their drawings, whereas the older students focused on the plant itself. These particularities point to methods of teaching botany in context and link students’ specific knowledge to values and practices that contribute to an environmental education that aims to minimize the utilitarian view of nature and move towards a view of human beings as integrated and interdependent with other living and non-living elements. 相似文献