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81.
82.
Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits 总被引:1,自引:0,他引:1
Christina Hart 《Research in Science Education》2008,38(5):529-544
Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models
of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally
assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and
for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits
the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived
analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp
the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community,
these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly
because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models.
Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes.
In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models
valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise
the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created
within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational
ends.
相似文献
Christina HartEmail: |
83.
Tia Navelene Barnes Christina Cipriano Kathleen McCallops Cara Cuccuini-Harmon Susan E. Rivers 《Emotional and Behavioural Difficulties》2018,23(3):284-295
Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools. 相似文献
84.
Exploring the relationship between physics-related epistemological beliefs and physics understanding
Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education. 相似文献
85.
Annarilla Ahtola Anne Haataja Antti Kärnä Elisa Poskiparta Christina Salmivalli 《Teaching and Teacher Education》2012
The effects of an antibullying program, KiVa, on Grade 1–3 teachers' perceptions of bullying were investigated. Data were gathered from 128 teachers in 33 intervention schools and 110 teachers in 29 control schools. Two-level regression models showed that, at the end of the intervention year, self-evaluated competence to tackle bullying was at a higher level in the intervention schools than in the control schools. In addition, in the intervention schools, participation in KiVa activities was associated with teacher perceptions of bullying. The need to take teacher and organization perspectives into consideration in future whole-school intervention studies is discussed. 相似文献
86.
A standard approach to Information Retrieval (IR) is to model text as a bag of words. Alternatively, text can be modelled
as a graph, whose vertices represent words, and whose edges represent relations between the words, defined on the basis of
any meaningful statistical or linguistic relation. Given such a text graph, graph theoretic computations can be applied to measure various properties of the graph, and hence of the text. This work
explores the usefulness of such graph-based text representations for IR. Specifically, we propose a principled graph-theoretic
approach of (1) computing term weights and (2) integrating discourse aspects into retrieval. Given a text graph, whose vertices
denote terms linked by co-occurrence and grammatical modification, we use graph ranking computations (e.g. PageRank Page et al.
in The pagerank citation ranking: Bringing order to the Web. Technical report, Stanford Digital Library Technologies Project,
1998) to derive weights for each vertex, i.e. term weights, which we use to rank documents against queries. We reason that our
graph-based term weights do not necessarily need to be normalised by document length (unlike existing term weights) because
they are already scaled by their graph-ranking computation. This is a departure from existing IR ranking functions, and we
experimentally show that it performs comparably to a tuned ranking baseline, such as BM25 (Robertson et al. in NIST Special
Publication 500-236: TREC-4, 1995). In addition, we integrate into ranking graph properties, such as the average path length, or clustering coefficient, which
represent different aspects of the topology of the graph, and by extension of the document represented as a graph. Integrating
such properties into ranking allows us to consider issues such as discourse coherence, flow and density during retrieval.
We experimentally show that this type of ranking performs comparably to BM25, and can even outperform it, across different
TREC (Voorhees and Harman in TREC: Experiment and evaluation in information retrieval, MIT Press, 2005) datasets and evaluation measures. 相似文献
87.
Christina K. Limbird Jessica T. Maluch Camilla Rjosk Petra Stanat Hans Merkens 《Reading and writing》2014,27(5):945-968
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children. 相似文献
88.
AbstractReports of college students using the library for spiritual practices, including prayer and meditation, consist mainly of anecdotal observations, news stories, or press releases about the creation of such spaces within academic libraries. Driven by their own experiences with students using library spaces for prayer, the authors examined how prevalent this was across US academic institutions. Using a large-scale national survey, this study found library professionals observe a wide range of student prayer behavior in a variety of library spaces, regardless of institutional or campus demographics. The results provide academic libraries with evidence to support accommodating students’ spiritual needs in library spaces. 相似文献
89.
ABSTRACTThe article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills. 相似文献
90.
Rebecca L. Thomas Christina M. Chiarelli-Helminiak Kyle Barrette Brunilda Ferraj 《Journal of Teaching in Social Work》2013,33(3):275-288
Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement. 相似文献