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131.
Annette Baturo Tom Cooper Katherine Doyle Edlyn Grant 《Journal of Mathematics Teacher Education》2007,10(4-6):251-259
This paper describes a three-level framework (technical, domain, and generic) which enables some generalisability across mathematics topics for effective teacher–education (TE) task design. It argues that TE tasks which encompass these levels increase preservice and inservice teachers’ interest because they transcend the particular mathematical focus and pedagogical activity within the TE tasks and enable translation to classrooms (technical), enhance the success of student learning (domain), and facilitate transfer to other topics (generic). The paper then uses the levels to analyse an effective probability task (based on circular spinners) which involves cognitive conflict between formal and intuitive probability at all three levels, namely, with regard to facilitating non-random results (technical), differences between probabilistic and deterministic mathematics and area and set models (domain), and non-prototypic exemplars and validation in probability experiments (generic). The paper concludes with reference to the power of effective TE tasks in showing how connectivity of mathematics (e.g., fractions and probability) requires similar connectivity in pedagogy. 相似文献
132.
ABSTRACT An important aspect of integrating special needs pupils in mainstream education is social integration. Parents of Down's syndrome children and their teachers in regular education regard contact with peers as of utmost importance for these children's development. Until recently, there was little research in The Netherlands on social contact between mainstream Down's syndrome children and their classmates. The study addresses the number and type of contacts in the regular classroom and the position occupied by the pupils involved within their peer group in regular education. 相似文献
133.
Greening the future for education: changing curriculum content and school organization 总被引:1,自引:1,他引:0
Annette Greenall Gough 《课程研究杂志》2013,45(6):559-571
134.
Philip Vahey Ken Rafanan Charles Patton Karen Swan Mark van ’t Hooft Annette Kratcoski Tina Stanford 《Educational Studies in Mathematics》2012,81(2):179-205
The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and implementing the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards. 相似文献
135.
The decomposition of water by electricity, and the voltaic pile as a means of generating electricity, have both held an iconic
status in the history of science as well as in the history of science teaching. These experiments featured in chemistry and
physics textbooks, as well as in classroom teaching, throughout the nineteenth and twentieth centuries. This paper deals with
our experiences in restaging the decomposition of water as part of a history of science course at the Norwegian University
of Science and Technology, Trondheim, Norway. For the experiment we used an apparatus from our historical teaching collection
and built a replica of a voltaic pile. We also traced the uses and meanings of decomposition of water within science and science
teaching in schools and higher education in local institutions. Building the pile, and carrying out the experiments, held
a few surprises that we did not anticipate through our study of written sources. The exercise gave us valuable insight into
the nature of the devices and the experiment, and our students appreciated an experience of a different kind in a history
of science course. 相似文献
136.
Danielle I. Bradshaw James D. George Annette Hyde Michael J. LaMonte Pat R. Vehrs Ronald L. Hager 《Research quarterly for exercise and sport》2013,84(4):426-433
Abstract The purpose of this study was to develop a regression equation to predict maximal oxygen uptake (VO2max) based on nonexercise (N-EX) data. All participants (N= 100), ages 18–65 years, successfully completed a maximal graded exercise test (GXT) to assess VO2max (M= 39.96 mL·kg -1· min -1 , SD = 9.54). The N-EX data collected just before the maximal GXT included the participant's age; gender; body mass index (BMI); perceived functional ability (PFA) to walk, jog, or run given distances; and current physical activity (PA-R) level. Multiple linear regression generated the following N-EX prediction equation (R = .93, SEE = 3.45 mL·kg -1· min -1 , %SEE= 8.62): VO2max (mL·kg -1· min -1 ) = 48.0730 + (6.1779 x gender; women = 0, men = 1) – (0.2463 x age) – (0.6186 x BMI) + (0.7115 x PFA) + (0.6709 x PA-R). Cross validation using PRESS (predicted residual sum of squares) statistics revealed minimal shrinkage (R p = .91 and SEE p = 3.63 mL·kg -1· min -1 ); thus, this model should yield acceptable accuracy when applied to an independent sample of adults (ages 18–-65 years) with a similar cardiorespiratory fitness level. Based on standardized β-weights, the PFA variable (0.41) was the most effective at predicting VO2max followed by age (-0.34), gender (0.33), BMI (-0.27), and PA-R (0.16). This study provides a N-EX regression model that yields relatively accurate results and is a convenient way to predict VO2max in adult men and women. 相似文献
137.
ResumenAunque las investigaciones de Ginebra han proporcionado un análisis detallado de las estructuras cognitivas, nuestro conocimiento de los procesos cognitivos sigue siendo fragmentario. El interés se centra ahora no sólo en el macro-desarrollo sino también en los cambios que tienen lugar en las secuencias de acción espontánea de los niños en microformación. Están en marcha una serie de experimentos diseñados con el fin de estudiar la conducta dirigida hacia una meta. Este artículo describe las secuencias de acción de 67 sujetos entre 4;6 y 9;5 años en una tarea de equilibrio de bloques. No es un estudio de la comprensión de una noción específica por parte de los niños, sino un intento por abrir el camino a la comprensión de los procesos más generales de la conducta cognitiva. El análisis se centra en la interacción entre las secuencias de acción de el niño y sus teorías implícitas, que el observador infiere a partir de las secuencias más que de sus comentarios verbales. Se pone énfasis en el papel de los contraejemplos y en los desplazamientos de la atención desde el fin a los medios. La construcción y la sobregeneralización de «teorías-en-acción» parecen ser procesos generales y dinámicos que no están vinculados a ningún estadio. Los resultados sugieren también ciertas analogías, más funcionales que estructurales, entre la adquisición del conocimiento físico y la adquisición del lenguaje. 相似文献
138.
Fern Chertok David Mittelberg Dinah Laron Annette Koren 《Journal of Jewish Education》2013,79(4):414-431
School-to-school collaboration has emerged as a key paradigm for fostering personal and institutional connections between Israeli and Diaspora youth, educators, and schools. Using the findings of a multi-year case study of a high school level twinning initiative, this article describes the challenges to this form of transnational collaboration and takes the first steps to articulating a theory of intervention of Israeli-Diaspora school twinning at the organizational level. The article suggests two processes, collaborative capacity and cultural competence, critical to development of positive and productive relationships in school partnerships. Institutional twinning is suggested as the goal of these interventions at the organizational level. 相似文献
139.
This study investigates the experiences of volunteer Emergency Medical Technicians (EMTs) with respect to stress and coping strategies they employ. Research has shown negative implications of work stress in high-reliability organizations, like paid Emergency Medical Services (EMS). While most first responders in the United States are volunteers, little research has examined how their work stress experiences may differ from their paid counterparts. Twenty-five EMTs working in volunteer fire departments participated in one-on-one interviews. Using an inductive approach, four stressors were identified: types of calls, extensive sense of duty, competency concerns, and knowing the patient. Theory of Conversationally Induced Reappraisals explains the effectiveness of the Formal, Informal, and Escape Coping Strategies identified by participants that mitigated stress. This study concludes with recommendations for volunteer EMS organizations: (a) financial assistance for Employee Assistance Programs, (b) social events that encourage communication and interaction; (c) recommended/sanctioned time off, and (d) a clear recruitment/retention plan. 相似文献
140.
Mary M. Meares John G. Oetzel Annette Torres Denise Derkacs Tamar Ginossar 《Journal of Applied Communication Research》2013,41(1):4-27
This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi‐structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted‐but‐engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies. 相似文献