全文获取类型
收费全文 | 188篇 |
免费 | 1篇 |
专业分类
教育 | 160篇 |
科学研究 | 2篇 |
体育 | 15篇 |
信息传播 | 12篇 |
出版年
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 38篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 9篇 |
2004年 | 16篇 |
2003年 | 9篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有189条查询结果,搜索用时 0 毫秒
81.
82.
Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester-long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI). Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self-reported changes in the practices, RTOP observations recorded the incorporation of more student-centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student-centered beliefs about teaching and learning. These findings demonstrate that the adoption of well-crafted, student-centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty. 相似文献
83.
84.
85.
Vahid Mahmoudi-Gahrouei Mansoor Tavakoli Doug Hamman 《Asia Pacific Education Review》2016,17(4):581-597
Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers’ expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated. The findings reveal differences in possible selves which are detectable based on career group. New teachers exhibited a greater focus on task self-concepts; prospective teachers expressed both task and quality possible selves; and experienced teachers expressed identities more concerned about the quality-focused ones. Our findings also reveal a potential transition path in professional identity development. 相似文献
86.
Development and validation of a method to directly measure the cable force during the hammer throw 总被引:1,自引:0,他引:1
Brice SM Ness KF Rosemond D Lyons K Davis M 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(2):274-287
The development of cable force during hammer-throw turns is crucial to the throw distance. In this paper, we present a method that is capable of measuring cable force in real time and, as it does not interfere with technique, it is capable of providing immediate feedback to coaches and athletes during training. A strain gauge was mounted on the wires of three hammers to measure the tension in the wire and an elite male hammer thrower executed three throws with each hammer. The output from the gauges was recorded by a data logger positioned on the lower back of the thrower. The throws were captured by three high-speed video cameras and the three-dimensional position of the hammer's head was determined by digitizing the images manually. The five best throws were analysed. The force acting on the hammer's head was calculated from Newton's second law of motion and this was compared with the force measured via the strain gauge. Qualitatively the time dependence of the two forces was essentially the same, although the measured force showed more detail in the troughs of the force-time curves. Quantitatively the average difference between the measured and calculated forces over the five throws was 76 N, which corresponds to a difference of 3.8% for a cable force of 2000 N. 相似文献
87.
Gale M. Sinatra CarolAnne M. Kardash Gita Taasoobshirazi Doug Lombardi 《Instructional Science》2012,40(1):1-17
This study examined the relationship among cognitive and motivational variables impacting college students’ willingness to
take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were
asked to read a persuasive text about human-induced climate change and were pre and post tested on their attitudes about climate
change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in
their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness
to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take
action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific
issues. 相似文献
88.
Julian McDougall Nick Peim 《Changing English: An International Journal of English Teaching》2007,14(3):299-312
This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in schools to use as a means to facilitate the study of the television show Big Brother. The attempt, through Media in English, to ‘pin down’ the meaning of ‘reality’ television presents for analysis here the identity crisis of English—the tension between what it is and how it recognises itself—its ideal ego and its ego‐ideal. 相似文献
89.
90.