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排序方式: 共有114条查询结果,搜索用时 31 毫秒
91.
Dieter J. Schönwetter Laura Sokal Marcia Friesen K. Lynn Taylor 《International Journal for Academic Development》2013,18(1):83-97
Increasingly, the requirements of applicants to academic faculty positions, promotion and tenure procedures, nominations for teaching awards, or other application processes for innovative teaching grants worldwide include a teaching portfolio or dossier or a statement of teaching philosophy. Current literature provides a spectrum of approaches to constructing a teaching philosophy statement. While these resources provide practical utility, this literature generally lacks conceptual models that provide clear operational definitions and comprehensive frameworks for the process of generating or evaluating a teaching philosophy statement. However, this literature does illustrate the complexity of the task. Each teaching philosophy statement reflects not only personal beliefs about teaching and learning, but also disciplinary cultures, institutional structures and cultures, and stakeholder expectations as well. This synergy among self, discipline, and institutional context guided the development of a conceptual model for constructing a teaching philosophy statement. Based on the authors' survey of the literature, a conceptual model was developed, and then refined in a series of three workshops that included input from graduate students, academic faculty, faculty developers, and academic managers (administrators). The resulting conceptual framework includes the six dimensions commonly found in a survey of faculty teaching philosophies: the purpose of teaching and learning; the role of the teacher; the role of the student; the methods used; evaluation and assessment of teaching and learning; and also includes two framing devices - a metaphor or a critical incident and a device for acknowledging the impact that contextual factors have on teacher decision making. This paper describes the development of this conceptual model, and provides an evaluation rubric that can be applied to assess teaching philosophy statements generated using the proposed framework. 相似文献
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Hannes Kaufmann Dieter Schmalstieg Michael Wagner 《Education and Information Technologies》2000,5(4):263-276
Construct3D is a three dimensional geometric construction tool based on the collaborative augmented reality system Studierstube. Our setup uses a stereoscopic head mounted display (HMD) and the Personal Interaction Panel (PIP) - a two-handed 3D interaction tool that simplifies 3D model interaction. Means of application in mathematics and geometry education at high school as well as university level are being discussed. A pilot study summarizes the strengths and possible extensions of our system. Anecdotal evidence supports our claim that the use of Construct3D is easy to learn and encourages experimentation with geometric constructions. 相似文献
95.
Gaston Mialaret Gilbert de Landsheere Dieter Mahr Marcel Postic A. Harry Passow Elaine Rivers Desmond J. Keegan Jindra Kulich Wolfgang Mitter Joseph I. Zajda John Eggleston Shoshannah Langerman A. W. Wood Joachim Herzer Peter Waterman Hans Scheuerl Andrew S. Kwon Betty Heyder Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378
96.
Dieter Schwittmann 《Distance Education》1982,3(1):141-156
The contention of this paper is that German pre‐occupation with the ‘industrialisation’ of distance education neither gives recognition to the time constraints under which distance education students can and do learn nor gives opportunity for the development of the independent frame of mind which one recognises as an implicit benefit emerging from university study. 相似文献
97.
Elke Emmers Dorien Jansen Katja Petry Saskia van der Oord Dieter Baeyens 《Journal of Further & Higher Education》2017,41(4):435-447
Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment. 相似文献
98.
Wallace R. McAllister Dorothy E. McAllister Stephen E. Dieter James H. James 《Learning & behavior》1979,7(2):165-173
In Experiment 1, four groups of subjects (n = 16 each) were exposed to the situational stimuli of a shuttlebox apparatus for 4 h. Subsequently, 200 two-way avoidance trials were administered (100/day) with either .3- or 1.6-mA shock and with either small or large reward (presence or absence of visual stimuli following the response). Avoidance performance was directly related to shock intensity on both days and to magnitude of reward on the 2nd day. In Experiment 2, four groups of subjects (n = 24 each) were given 4 h of exposure either to the situational stimuli of the shuttlebox or to a neutral box. Then, 10 two-way avoidance trials were given with 1.6-mA shock. Subsequently, subjects were allowed to escape from one of the shuttlebox compartments to an adjacent safe box. Following preexposure to situational stimuli, avoidance performance was superior whereas escape-from-fear performance was inferior. This latter finding demonstrated that less fear of situational cues was present during avoidance training in the preexposed condition. All of these results support the effective reinforcement theory, an extension of two-factor theory, which emphasizes the importance for avoidance learning of the amount of fear of situational cues present following a response. 相似文献
99.
在经济与社会方面,现代改革的关键因素是知识与全球电子信息的增长.它们对高等教育的影响是显而易见的,这将对未来高等教育体制及机构的发展提出挑战.在地区或国家高等教育体制改革中的关键就是社会与经济发展内在要求和外在要求的恰当结合.对高等职业教育体制的分析,包括对新西兰、美国的夏威夷、加州以及中国的分析,将能就目前不同教育背景下的教、学和学位结构进行评价.这种分析可以为未来高等职业教育的发展提出建议,从而使高等教育体制成为促进经济发展的一个主要因素.本文将探讨高等职业教育机构在终生学习、人力资源的不断开发、劳动力教育等方面的重要作用. 相似文献
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