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31.
There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas. 相似文献
32.
This paper describes thereanalysis of data obtained in 1987 on themental calculation strategies used by asample of 11-year-olds
in the course of anational survey of schools in England,Wales and Northern Ireland. The mentalskills test was administered
to pupils in aone-to-one situation and the reanalysismade use of classifications of mentalstrategies developed in the past
decade ininternational research. These pupils werea subsample of the main sample of about 10000 who took a written test of
mathematicsin the survey, 247 taking both tests. Thescores on the written test were used todistribute these pupils into three
bands ofattainment in order to compare thefrequency and effectiveness of thestrategies used by pupils of differentlevels of
attainment. Eight of thereanalysed questions are discussed, each ofthem involving one of the four basicarithmetic operations.
Some are purelynumerical and in others the numbers are ina context. Top band pupils mostly preferredsequential strategies
which leave one ofthe numbers in the calculation complete,while the Bottom band generally preferredto split complete numbers
and operateseparately on the components of the numbersthus partitioned. The most popularstrategy for Middle band pupils in
severalquestions was the standard algorithm usedmentally. Complete number strategies werethe most successful for pupils in
all threebands. Possible implications for theNational Numeracy Strategy in Britain arediscussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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34.
Derek Hodson 《科学教学研究杂志》1984,21(5):489-495
It is standard practice to arrange items in objective tests in order of increasing difficulty, on the assumption that such an arrangement increases student motivation and produces more reliable tests. The validity of this assumption was investigated in the context of a multiplechoice chemistry test. Fifty items were arranged in three sequences of difficulty: random (R), easy-to-hard (E-H) and hard-to-easy (H-E). The mean test score was significantly higher for the test sequenced E-H than for the test sequenced H-E. Item difficulty index was raised by placement of the easier items toward the beginning of the test and lowered by placement of these items toward the end of the test. Test reliability was largely independent of item sequence. 相似文献
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The researchers conducted a grounded theory study to explore the experiences of Muslim American adolescents in high school. Findings indicate that students had to navigate unique challenges because of their religious faith, but those obstacles presented opportunities to confront bias and discrimination. Recommendations for how school counselors can support the development of Muslim American adolescents are presented. 相似文献
38.
ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to. 相似文献
39.
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. 相似文献
40.