全文获取类型
收费全文 | 424篇 |
免费 | 1篇 |
专业分类
教育 | 401篇 |
科学研究 | 3篇 |
各国文化 | 1篇 |
体育 | 6篇 |
信息传播 | 14篇 |
出版年
2023年 | 1篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 3篇 |
2016年 | 1篇 |
2015年 | 4篇 |
2014年 | 3篇 |
2013年 | 275篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 4篇 |
2009年 | 2篇 |
2008年 | 7篇 |
2007年 | 2篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1969年 | 2篇 |
排序方式: 共有425条查询结果,搜索用时 15 毫秒
141.
Joan Solomon Paul Black Heather Stuart∗ 《International Journal of Science Education》2013,35(1):13-22
Young pupils’ reactions to electricity are likely to have been formed more through social than school channels. In most cases these backgrounds will be approximately the same throughout the age‐group, although personal reflection and disposition will then be likely to diversify individual responses. This paper looks particularly to the differences produced and tries to identify influences which might be due to parental license, to age‐related factors, to cognitive growth, and verbal development. The paper concludes with some speculation on the interaction between these social and cognitive factors using new and broader categories of intelligence and work on the social development of children. 相似文献
142.
U. Dahllof∗ 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):167-173
In Study 1, eight‐ and 11‐year‐old children's participation in playground activities was examined by means of direct observations. At both ages, the two most common categories of behaviour engaged in were sociable activities and rule games. The older children spent significantly more time in rule games and significantly less time alone than the younger children. Girls spent significantly more time in sociable activities and significantly less time alone than boys. The proportion of time spent in these and other categories of behaviour was not found to differ from the beginning to the end of playtime. A more detailed analysis revealed the proportion of time spent in some more specific games and activities, as well as other age and sex differences. Many activities were found to be typically single sex and/or single age affairs, although others were more often played in mixed sex and/or mixed age groups. Some of the reasons for why this was the case were explored in Study 2, along with the children's feelings at being excluded by other groups. It appeared that the older boys were largely responsible for the lack of mixed age and mixed sex play on the playground. 相似文献
144.
145.
Jenna Mittelmeier Dianne Long Firdevs Melis Cin Katharine Reedy Ashley Gunter Parvati Raghuram 《Open Learning》2013,28(3):250-266
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward. 相似文献
146.
Taryn Hess Glenda Gunter 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):372-385
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course. 相似文献
147.
George A. Coe∗ 《Religious education (Chicago, Ill.)》2013,108(5):304-306
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 24, 1950. 相似文献
148.
Ruth Elizabeth Murphy∗ 《Religious education (Chicago, Ill.)》2013,108(5):303-306
Representatives from six disciplines presented their points of view in a panel under the chairmanship of Buel G. Gallagher, President of the College of the City of New York. Their statements have been condensed and are given under the names of the panel members. 相似文献
149.
150.