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Anton De Grauwe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,5(1):269-287
School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement
in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries,
concerns remain about the possible detrimental impact of school-based management on school quality; equity among different
schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as
administrative transparency. The present study defines school-based management and, in view of its implementation in different
world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which
must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing
that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with
regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element
in the management work of the school principal. 相似文献
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Working from the 1970s to the early 1990s, Walter Alvarez and his research teamsought the cause of the mass extinction that claimed the dinosaurs 65 million years ago. The present paper discusses thatresearch in terms of eight puzzling observations, eight episodes of hypothetico-predictive reasoning, enumerative induction,and Jung's interrogative theory of scientific discovery. The Alvarez case history paints scientific discovery as a process in whichcausal questions are raised and answered through the creative use of analogical reasoning followed by an equally creative process ofhypothesis testing in which predicted and observed results are compared. According to this account, puzzling observations, causalhypotheses, and imagined tests drive investigations and the search for evidence. Two implications follow. The firstconcerns the education of new scientists and science education researchers and the need to more clearlydifferentiate hypotheses from predictions in the research process. The second concerns standard science classroom instruction that shouldmore frequently engage students in open inquiries that raise causal questions and encourage the generation of alternative causalhypotheses, which can then be explicitly tested in ahypothetico-predictive fashion. 相似文献
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Anton E. Lawson 《科学教学研究杂志》1991,28(7):581-591
Niaz (1990) presents arguments in favor of the retention of Piaget's epistemic subject as a theoretical construct to guide research and practice in science education and psychology. The intent of this article is to point out the weaknesses of those arguments and to suggest that the weight of evidence argues against the existence of the logical thinker postulated by Piaget. Therefore, contrary to Niaz's conclusion that the acceptance of Piaget's epistemic subject will facilitate the development of cognitive theories with greater explanatory power, the conclusion is reached that Piaget's epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive. 相似文献
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Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process. 相似文献