全文获取类型
收费全文 | 116篇 |
免费 | 1篇 |
国内免费 | 4篇 |
专业分类
教育 | 86篇 |
科学研究 | 5篇 |
体育 | 2篇 |
综合类 | 1篇 |
信息传播 | 27篇 |
出版年
2020年 | 2篇 |
2018年 | 1篇 |
2015年 | 1篇 |
2013年 | 9篇 |
2012年 | 1篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 8篇 |
2008年 | 4篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 9篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 2篇 |
1963年 | 2篇 |
1961年 | 1篇 |
1958年 | 2篇 |
1957年 | 2篇 |
1954年 | 3篇 |
1953年 | 1篇 |
1952年 | 1篇 |
1948年 | 1篇 |
排序方式: 共有121条查询结果,搜索用时 530 毫秒
71.
72.
73.
D. VAN DONGEN 《欧洲特需教育杂志》2013,28(2):89-101
Abstract In the Netherlands many pupils in grade one have difficulties in beginning reading. Approximately 7.5% of all children do not succeed in learning to read well enough to be able to proceed to the following school‐year together with the other pupils. These children either have to repeat a year or have to go back to kindergarten; alternatively, they are referred to special education. These children are called ‘reading drop‐outs’. 相似文献
74.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university. 相似文献
75.
76.
This paper uses a historical perspective to analyse the impact on the school curriculum of the return of Hong Kong to Chinese sovereignty. Whilst the transition has relaxed the criteria used by the state to select school knowledge, it has occurred at a time when the selective and allocative role of schooling has become paramount. Consequently, the transition has had a significant impact on the intended curriculum as a result of attempts by the departing colonial government to reform the curriculum. However, these reforms have had a limited impact on the implemented curriculum, which has been more strongly influenced by the emergence of a market in which schools compete for academically more able pupils. 相似文献
77.
78.
79.
In this article we describe the way we teach our students a systematic problem solving method in a computer assisted learning project on ‘Dynamics for mechanical engineering’, Animations are used to enhance insight and motivation. We briefly discuss the theoretical foundations of systematic problem solving, and the role of animations. One of the dynamics problems will be described in more detail. Finally, we remark on the development tools used in the Windows environment. 相似文献
80.