全文获取类型
收费全文 | 140篇 |
免费 | 0篇 |
专业分类
教育 | 112篇 |
科学研究 | 7篇 |
体育 | 10篇 |
文化理论 | 1篇 |
信息传播 | 10篇 |
出版年
2023年 | 2篇 |
2019年 | 5篇 |
2018年 | 3篇 |
2017年 | 3篇 |
2016年 | 2篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 50篇 |
2012年 | 5篇 |
2011年 | 6篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 4篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1979年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有140条查询结果,搜索用时 15 毫秒
91.
Geraldine P. Dilla 《The Educational forum》2013,77(4):375-383
This article has no abstract 相似文献
92.
93.
Geraldine Clarebout Holger Horz Wolfgang Schnotz Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587
The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether
this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where
support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and
spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the
non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal
when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional
time spent on support influenced learning outcomes. 相似文献
94.
Anita C. Bundy Tim Luckett Paul J. Tranter Geraldine A. Naughton Shirley R. Wyver Jo Ragen 《International Journal of Early Years Education》2009,17(1):33-45
School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels. 相似文献
95.
96.
In this article, the actual impact on students' instructional and epistemological beliefs of systematic attempts to implement a problembased, collaborative and technologicallyrich learning environment in regular, internationallyspread, secondary school classrooms is described. Although the literature suggests that learning environments do affect both categories of beliefs, empirical evidence is currently limited. To study the effects of learning environments, classroombased learning environments were redesigned in various respects. The change entailed the implementation of a problembased, collaborative and technologicallyrich environment to replace the more regular contentdriven, teachercentred and textbookbased environment. The implementation of the innovation was hypothesised to result in a change of both the instructional and epistemological beliefs of students. Moreover, these beliefs were expected to evolve in the direction of the assumptions underlying the innovative environment. A classical pretest and posttest study resulted in the confirmation of the first hypothesis. However, for the second hypothesis, the opposite was found: students' beliefs strengthened in a direction that contradicts the basic principles underlying the designed environment. The study highlights that a poor implementation of potentially powerful learning environments can result in unexpected and even undesirable side effects. 相似文献
97.
Metacognitive skills are widely recognized as an important moderating variable for learning. Many studies have shown that
these skills affect students’ learning results. Tobias and Everson (2000) argue that metacognitive skills cannot be effectively applied in absence of accurate knowledge monitoring. Consequently,
they constructed a knowledge monitoring assessment test, which is claimed to be a valid test to measure students' knowledge
monitoring capacity. In this contribution the reliability of a Flemish version of the KMA test is studied. Two studies are
reported on, one with secondary education students and one with freshmen university students. In both studies split half method
and Kuder Richardson 20 were used to calculate the internal consistency as a measurement of reliability. Because none of the
results showed a good reliability it is suggested that additional efforts are needed to elaborate a reliable instrument. 相似文献
98.
Neural correlates of face and object recognition in young children with autism spectrum disorder,developmental delay,and typical development 总被引:11,自引:0,他引:11
Dawson G Carver L Meltzoff AN Panagiotides H McPartland J Webb SJ 《Child development》2002,73(3):700-717
This study utilized electroencephalographic recordings to examine whether young children with autism spectrum disorder (ASD) have impaired face recognition ability. High-density brain event-related potentials (ERPs) were recorded to photos of the child's mother's face versus an unfamiliar female face and photos of a favorite versus an unfamiliar toy from children with ASD, children with typical development, and children with developmental delay, all 3 to 4 years of age (N = 118). Typically developing children showed ERP amplitude differences in two components, P400 and Nc, to a familiar versus an unfamiliar face, and to a familiar versus an unfamiliar object. In contrast, children with ASD failed to show differences in ERPs to a familiar versus an unfamiliar face, but they did show P400 and Nc amplitude differences to a familiar versus an unfamiliar object. Developmentally delayed children showed significant ERP amplitude differences for the positive slow wave for both faces and objects. These data suggest that autism is associated with face recognition impairment that is manifest early in life. 相似文献
99.
100.
Rovers Sanne F. E. Clarebout Geraldine Savelberg Hans H. C. M. de Bruin Anique B. H. van Merriënboer Jeroen J. G. 《Metacognition and Learning》2019,14(1):1-19
Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One... 相似文献