全文获取类型
收费全文 | 187篇 |
免费 | 3篇 |
国内免费 | 2篇 |
专业分类
教育 | 163篇 |
科学研究 | 10篇 |
体育 | 12篇 |
综合类 | 2篇 |
信息传播 | 5篇 |
出版年
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 9篇 |
2016年 | 8篇 |
2015年 | 3篇 |
2014年 | 9篇 |
2013年 | 51篇 |
2012年 | 8篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 5篇 |
2008年 | 9篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1993年 | 2篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1936年 | 1篇 |
1925年 | 1篇 |
1870年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有192条查询结果,搜索用时 15 毫秒
71.
Elaine Cross 《School Leadership & Management》2013,33(1):69-77
This paper describes aspects of the real and hidden shortage of mathematics teachers. Possible causes of teacher shortage are discussed: salary levels, the image of teaching as a career, the image of mathematics, the diversion of mathematicians into the teaching of computing, and promotion of mathematicians into administrative positions. The effects of shortage on mathematics departments are also considered, in particular the effects on curriculum development, the role of the head of department, overloading of mathematics teachers, and the consequences of teacher shortage for certain pupil groups. With the current focus of attention on teacher shortage in certain subject areas, the paper raises a number of important points. 相似文献
72.
73.
74.
Dionne Cross Gita Taasoobshirazi Sean Hendricks Daniel T. Hickey 《International Journal of Science Education》2013,35(6):837-861
In this paper we explore the relationship between learning gains, measured through pre‐assessment and post‐assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future’s BioBLAST!® (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area. 相似文献
75.
Gráinne Conole Andrew Brasher Simon Cross Martin Weller Paul Clark Juliette Culver 《Educational Media International》2013,50(3):177-194
Applying Bandura's social learning theory, this paper proposes a theoretical framework for analysing the effect of MUD playing on users' self efficacy. Three types of self efficacy – computer self efficacy (CSE), social self efficacy (SSE) and generalized self efficacy (GSE) – are introduced. A possible hypothesis – successful performance, vicarious experience, hearing positive verbal persuasion and massive exposure during MUD playing will raise the CSE, SSE, and GSE of users – is suggested. Finally, a theoretical model explaining the relationship between self efficacy and MUD activities is proposed. Applicant la théorie de l'apprentissage de Bandura cet article propose un cadre théorique pour analyser les effets de MUD jouant sur l'efficacité personnelle de l'utilisateur. 3 types de celles-ci - computer self-efficiency (CSE) social self efficacy (SSE) et generalisé self-efficiency (GSE) - sont introduits et une hypothèse possible. Les résultats réussis, expérience substituée, écoute de la persuasion verbalement et l'exposition massive au jeu de MUD augmentera le CSE, SSE et GSE des utilisateurs est suggéreé. Finalement un modèle théoritique expliquant le rapport entre l'efficacité personnelle et les activités de MUD est proposé. NDLR. Beaucoup de termes sont introduisable en francais et ont dû être maintenus en anglais. (MUD: multi-user domain, multi-user dungeon, oder multi-user dimension; eine (virtuelle) Umgebung, in der mehrere Menschen (Spieler) gleichzeitig eingeloggt sein können, um miteinander zu agieren (Rollenspiele).?/?Efficacy: wörtl.: Wirksamkeit - Der Übersetzer). Unter Anwendung von Banduras Sozialer Lerntheorie wird in diesem Beitrag ein theoretischer Rahmen vorgestellt, mit dessen Hilfe man die Wirkung des MUD-Spielens auf das Selbstvertrauen der Teilnehmer analysieren kann. Es werden drei Arten dieses Selbstvertrauens eingeführt - Computer self efficacy (CSE), Social self efficacy (SSE) und Generalized self Efficacy (GSE). Die Hypothese ist, dass durch die erfolgreiche Durchführung Ersatzerfahrungen, das Hören positiver verbaler Bestätigung und das massives Ausgeliefertsein während des MUD-Spielens das Selbstbewußtsein (CSE, SSE und GSE) des Spielers erhöht wird. Zum Schluss wird ein theoretisches Modell zur Beziehung zwischen Selbstvertrauen und MUD-Aktivitäten vorgestellt. 相似文献
76.
77.
Jennifer Riedl Cross 《Roeper Review》2013,35(2):115-123
Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students, particularly when its identification procedures fail to recognize potential in students not in the dominant group or when services improve the educational opportunities only for those who are identified even though all students could benefit. The elimination of age grading, a practice that inhibits the development of potential for many children, including gifted children, is recommended as a solution to the inequality engendered by current practice. 相似文献
78.
Jerrell C. Cassady Kristie L. Speirs Neumeister Cheryll M. Adams Tracy L. Cross Felicia A. Dixon Rebecca L. Pierce 《Roeper Review》2013,35(3):139-146
This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments. 相似文献
79.
Theories from social psychology and cognitive psychology can help move the field of gifted education forward in its search for consensus on the purpose of gifted education and its target population. From Social Dominance Theory (SDT; J. Sidanius & F. Pratto, 1999), a theory of intergroup relations, we can assume that there will be members of our society who will want all gifted children to receive equal opportunities even as others will want members of the dominant group to receive greater opportunities. Linguistic analysis of the cognitive underpinnings of conservatism and liberalism in the US (G. Lakoff, 2002) informs us that some members of society will prefer a competitive environment in schools while others will prefer a more nurturant environment. Only by recognizing these differences can acceptable definitions and goals be agreed upon. 相似文献
80.
Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested. 相似文献