全文获取类型
收费全文 | 231篇 |
免费 | 1篇 |
专业分类
教育 | 203篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 6篇 |
信息传播 | 17篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 3篇 |
2016年 | 8篇 |
2014年 | 8篇 |
2013年 | 45篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 4篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1971年 | 1篇 |
1968年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有232条查询结果,搜索用时 0 毫秒
51.
Doris Jorde 《International Journal of Science Education》2013,35(8):881-883
IJSE has come to be known for publishing a certain style of papers, often involving empirical enquiry. Other journals, and particularly those published in languages other than English, have different styles. In order to introduce readers of IJSE to distinguished work first published elsewhere which they may not have encountered, the editors of other journals in the field of science education are being invited to nominate a paper which they view both as typical in style and excellent in quality. In the first of this occasional series, Professor Silvia Pugliese Jona, Editor of La Fisica nella Scuola, produced in Italy, has suggested ‘La Bilancetta del Signor Galileo Galilei’ by Professor Gianni Bonera, first published in 1994, 27(4), 177‐80. The translation is by Mr Henryk Baranski. 相似文献
52.
53.
54.
55.
As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers' learning to teach with Information and Communication Technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed. 相似文献
56.
Doris Cheng Pui-Wah 《Asia-Pacific Journal of Teacher Education》2010,38(1):69-82
‘Learning through play’ in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of ‘play’ in young children's learning and reveal tactful ways in which a teacher can encourage the evolving ‘flow’ of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing ‘learning through play’ in the classroom. 相似文献
57.
Doris K. Richards 《Research quarterly for exercise and sport》2013,84(3):668-673
Abstract Eighty girls aged 16 were divided into four subgroups and given 1, 2, 4 or 6 min. of stool stepping as a warm-up exercise preceding a six-trial vertical jump test. A test-retest balanced order design was used to exclude the practice effect. It was found that 1 or 2 min. of warm-up improved performance approximately 20 percent, while 4 min. had no effect, and 6 min. impaired performance 27 percent. The results agreed with the predictions of an a priori mathematical model that postulated a slow but large exponential fatigue effect, and a faster but smaller exponential warm-up effect that improved performance. The difference between these two factors was the net improvement from warm-up. 相似文献
58.
59.
60.