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31.
Denise Burns Ann Devitt Gerry McNamara Joe O'Hara Martin Brown 《Irish Educational Studies》2018,37(3):351-372
The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate. 相似文献
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Gerry M. Swan Thomas R. Guskey Lee Ann Jung 《Educational Assessment, Evaluation and Accountability》2014,26(3):289-299
The purpose of this study was to determine parents’ and teachers’ perceptions of standards-based and traditional report cards. Participants included 115 parents/guardians of students from a single, midsize school district that had implemented a standards-based report card. During the first two marking periods, all parents/guardians received both a traditional report card in which teachers assigned a single overall grade for each subject and a standards-based report card that included marks for individual standards within subjects. After midyear, parents were asked to complete a survey that asked which form they preferred and the reasons for their preference. Three hundred and eighty three teachers from two nearby midsize school districts considering the adoption of the same standards-based report card completed a similar survey. Parents overwhelmingly preferred the standards-based form. The teachers considering the adoption of a standards based report card were positive overall, but significantly less than the parents who had received them. 相似文献
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语教学应当充满情趣。只有情趣盎然的课堂才能激发学生的学习兴趣,只有情趣盎然的氛围才能引领学生进入语的自由王国 相似文献
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Neil Taylor Gerry Corrigan 《International Journal of Science and Mathematics Education》2007,5(1):85-109
A series of interviews was conducted with NSW primary teachers, working within a rural context, to obtain their views about
the benefits of using ICT in the delivery of the primary curriculum and specifically primary science. The interviews were
also used to determine how these teachers were using ICT and if they had any specific training needs. Some teachers were using
ICT creatively in their teaching in science and other curriculum areas. However, despite considerable political pressure to
increase ICT use in the classroom, most expressed frustration at the lack of in-service training available to them. Given
the costs involved in in-service training in regional New South Wales, with groups of teachers scattered over large distances,
this finding is perhaps not surprising. This article proposes a possible cost-effective strategy for in-service training to
help overcome some of the problems raised by the participants in this study. The suggested strategy involves the use of action
research to develop confidence and self reliance amongst primary teachers in a region where government funded training is
always likely to be limited due to its prohibitive cost. 相似文献
39.
Gerry Benoit 《Library & information science research》2011,33(4):336-338
40.
Unlike a jigsaw puzzle where a piece must fit in only one way to complete a picture, the seven pieces of a geometric tangram
can be arranged in many different ways to make figures of birds, animals, people, and objects. This article presents a Tangram
Teaching Guide to provide a five-step developmental sequence for teaching tangramming to young children. Teaching resources
are included, and a checklist provides a summary outline of the teaching sequence. Tangram experiences help children develop
positive attitudes toward geometry, further their shape identification and classification skills, and foster and understanding
of basic geometric concepts and relationships. 相似文献