全文获取类型
收费全文 | 185篇 |
免费 | 4篇 |
专业分类
教育 | 130篇 |
科学研究 | 20篇 |
各国文化 | 3篇 |
体育 | 13篇 |
文化理论 | 6篇 |
信息传播 | 17篇 |
出版年
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 8篇 |
2019年 | 16篇 |
2018年 | 15篇 |
2017年 | 14篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 6篇 |
2013年 | 27篇 |
2012年 | 8篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 8篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
排序方式: 共有189条查询结果,搜索用时 0 毫秒
51.
This paper approaches the issue of higher entrepreneurship education in motivating young people to start their own business as a viable alternative to the successful integration of university graduates on the labour market. The fundamental question of this research is if, currently, entrepreneurship education influences students’ entrepreneurial intentions and to what extent. The research results, based on the statistical analysis of data collected through a questionnaire distributed to Romanian business and engineering bachelor students in the final year, highlight that business students assessed the effectiveness of higher entrepreneurship education and its positive influence on entrepreneurial intentions to a greater extent than the engineering students. Furthermore, entrepreneurial intentions of engineering students are influenced positively much more by entrepreneurial family background than by entrepreneurship education. The findings provide important highlights for future research, in order to identify the most effective ways of approaching, modernising and expanding entrepreneurship education, aiming to increase entrepreneurial intentions among students, regardless of the graduated field of study. 相似文献
52.
Emma Castelnuovo Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(4):467-492
Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches. 相似文献
53.
Scotland's Assessment is for Learning initiative (AifL) seeks to introduce a co-ordinated national system for assessment in schools. Formative assessment is a major plank in this. The initiative has moved beyond its pilot phase and it is intended that it will be adopted by all Scottish schools by 2007. This article draws upon the case-study of a primary school that has adopted a whole-school approach to enacting the formative assessment principles of AifL since 2004. It utilizes Margaret Archer's social theory to analyse and explain the processes of change that have underpinned the development of formative assessment in the school. The article argues that meaningful change in schools can be stimulated by encouraging socio-cultural interaction among practitioners, via the impetus provided by a central initiative combined with the creation of spaces for dialogue and the extension of professional trust and autonomy. 相似文献
54.
This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored. 相似文献
55.
56.
Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
57.
58.
Peter Purg Klemen Širok Daniela Brasil 《The International Journal of Art & Design Education》2018,37(2):187-198
Several pedagogical assets of the blended‐learning courses conducted within the ADRIART.net partnership originate from their novel site‐specific approach and intercultural value. Conducted outside school environments across Austria, Croatia, Italy and Slovenia in 2011–2014, over a dozen of these intensive Master's programme workshops mixed students and mentors from different cultural and professional backgrounds, intersecting the realms of film, new media, photography, performance, architecture and contemporary art. These short‐term academic mobility courses concluded with public exhibitions, screenings or performances, often at eminent cultural venues or in public spaces pertaining to the site‐specific character of each course. This article discusses key issues that proved beneficial for conceiving and implementing this fruitful academic collaboration format. Several curricular and organisational solutions are presented that increased the positive impact on students as well as other stakeholders in this project‐based pedagogical piloting of the Media Arts and Practices international Master's programme. Set against its curriculum‐development framework, the article examines new methodological solutions, joint mentoring models and group dynamics management, as well as some specific logistical issues. Next to developing relevant employment skills and attitudes, such production‐oriented, but process‐aware course designs offer timely academic provisions as a response to a ‘glocalised’ world. More importantly, these course designs can also foster students' engagement with the actual (social, economic, natural, political) environment and the development of life‐long learning habits. 相似文献
59.
Britta?OerkeEmail author Katharina?Maag Merki Monika?Holmeier Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241
The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters
and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have
not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams
in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase
in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from
2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively.
As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination
systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none
of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful
and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted
and consequences for further studies are formulated. 相似文献
60.
This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students
attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive
structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory
and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence,
organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from
the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching
practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence
and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising,
and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower
achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction
in social and emotional learning for the early years. 相似文献