全文获取类型
收费全文 | 195篇 |
免费 | 4篇 |
国内免费 | 8篇 |
专业分类
教育 | 150篇 |
科学研究 | 20篇 |
各国文化 | 2篇 |
体育 | 20篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 12篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 13篇 |
2017年 | 6篇 |
2016年 | 13篇 |
2015年 | 6篇 |
2014年 | 16篇 |
2013年 | 33篇 |
2012年 | 8篇 |
2011年 | 13篇 |
2010年 | 10篇 |
2009年 | 8篇 |
2008年 | 6篇 |
2007年 | 10篇 |
2006年 | 3篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1981年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有207条查询结果,搜索用时 15 毫秒
181.
简要介绍了大亚湾北部哑铃湾的情况,并根据流场的数值模拟计算结果,计算了S_H值的平面分布与时间变化,经与水温等的观测值作对比后,确定了作为锋区的界定值。本文认为,哑铃湾的锋面活动具有明显的周期性是浅海局地锋的一个重要特点,而这种调整机制的形成与浅滩所接受的太阳辐射及水体的蒸发损失等的周期变化有关。 相似文献
182.
Hutchins Nicole M. Biswas Gautam Maróti Miklós Lédeczi Ákos Grover Shuchi Wolf Rachel Blair Kristen Pilner Chin Doris Conlin Luke Basu Satabdi McElhaney Kevin 《Journal of Science Education and Technology》2020,29(1):83-100
Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a... 相似文献
183.
Shek Kam Tse Ference Marton Wing Wah Ki Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406
This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters
by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils
are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child
usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed
an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters.
Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil,
attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational
clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise
crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After
an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that
yields strong support for the efficacy of the approach. 相似文献
184.
Komathi Ale Yvonne Ai-Chi Loh Arul Chib 《Educational technology research and development : ETR & D》2017,65(3):769-794
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and post- experiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology-Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact. 相似文献
185.
白少玉 《五邑大学学报(社会科学版)》2002,4(2):37-39
作为一位女性作家,黄文婷对女性身份有着明确的自我认同,以自身的生态状态和价值选择有着充分的肯定。她以自信、从容的笔调展开具有女性色彩的话题,对田性世界的理解和尊重。同时,她的散文以对现实的热切关注和普泛化意蕴,区别于自恋自爱的小女人散文。黄文婷散文的现实关注突出显示为当下性语境。其语言风格自然、柔和、温婉,正与作品的现实语境和女性视角相适应。 相似文献
186.
Doris B. Chin Kristen P. Blair Rachel C. Wolf Luke D. Conlin Maria Cutumisu Jay Pfaffman 《学习科学杂志》2019,28(3):337-380
Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce choice-based assessments (CBAs). CBAs measure how people learn when there is minimal guidance and they must make decisions as independent learners. Here, sixth-grade students completed multiple design activities that emphasized either seeking constructive criticism or exploring a space of alternatives. Afterward, they completed the CBAs, which measured strategy transfer. Results showed that lower-achieving students benefitted most from instruction, exhibiting a relative increase in their use of design-thinking strategies. In addition, strategy choices correlated with prior achievement measures and appeared to mediate performance in and learning from the CBAs. The choices to use the two strategies themselves were not correlated, which indicates that they are not subsets of a larger construct, such as growth mindset. In sum, CBAs enabled a double demonstration: design-thinking strategies may improve learning and problem solving, and design-thinking instruction may improve the likelihood of lower-achieving students choosing to use effective strategies in novel settings that require new learning. 相似文献
187.
This study was based on the framework of the “conflict map” to facilitate student conceptual learning about causes of the seasons. Instruction guided by the conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and scientific conceptions, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conceptions. Two ninth grade science classes in Taiwan participated in this quasi‐experimental study in which one class was assigned to a traditional teaching group and the other class was assigned to a conflict map instruction treatment. Students' ideas were gathered through three interviews: the first was conducted 1 week after the instruction; the second 2 months afterward; and the third at 8 months after the treatment. Through an analysis of students' interview responses, it was revealed that many students, even after instruction, had a common alternative conception that seasons were determined by the earth's distance to the sun. However, the instruction guided by the framework of the conflict map was shown to be a potential way of changing the alternative conception and acquiring scientific understandings, especially in light of long‐term observations. A detailed analysis of students' ideas across the interviews also strongly suggests that researchers as well as practicing teachers need to pay particular attention to those students who can simply recall the scientific fact without deep thinking, as these students may learn science through rote memorization and soon regress to alternative conceptions after science instruction. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1089–1111, 2005 相似文献
188.
Teacher questioning in science classrooms: Approaches that stimulate productive thinking 总被引:2,自引:0,他引:2
Christine Chin 《科学教学研究杂志》2007,44(6):815-843
189.
Chin Uy 《Asia Pacific Education Review》2005,6(1):28-40
This quantitative-qualitative study seeks to determine the effectiveness of TIMS (Thomasian Interactive Multimedia Software)
in teaching the introductory topics in Trigonometry. The acceptability of the software to the student respondents was established
using the content, design, interface, and effectiveness of the media used as the evaluation criteria. The critical trial use
of the software involving a small group of students was employed to elicit the needed information. It aims to provide meaningful
report which includes the strengths and weaknesses of the software, the recurring problems, and constraints during its implementation,
and a critique of the software as to how it should be improved for future use. 相似文献
190.
Caroline Koh Oon Seng Tan C. K. John Wang Jessie Ee Woon Chia Liu 《Asia Pacific Education Review》2007,8(1):89-99
The benefits of cooperative learning strategies, such as group project work, have been advocated in a wide range of educational
contexts. There is however, scant information on the outcome of such programs on students of low academic ability. In this
study, interviews were conducted with four groups of low-ability students, with the aim of investigating their perceptions
on the effectiveness of group project work in promoting their social and cognitive skills. Our findings show that although
the students recognized that the program improved their competence in interacting with others, there are problematic organizational
and instructional issues that have to be ironed out before students can profit fully from cooperative learning programs. 相似文献