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31.
好像每天的报纸都在报道天文学上的新发现:新的天体,新的物理过程,新的物质形式,等等.这种没完没了的发现哪天才到头呢?是否有一天天文学家会自信已经清点完了宇宙的全部资产? 相似文献
32.
Carey Jewitt Gunther Kress Jon Ogborn Charalampos Tsatsarelis 《Zeitschrift für Erziehungswissenschaft》2000,3(2):267-284
In this paper we exemplify how a social semiotic approach to pupils’ multimodal texts (texts which draw on and make available to the senses a range of resources, including the visual, material, and actional) can provide a way into understanding learning. We suggest that learning can be seen as a transformative process of sign making. Specifically, we suggest that materiality (use of frame, shape, texture, colour, and imported objects) can be seen as one expression of how pupils engage with knowledge and learning. In order to demonstrate this we focus on year seven (11 year old) pupils’ visual representations of cells in two science classrooms at a London girls school. We argue that the range of representational resources available within visual communication (spatial relations, materiality, etc.) enabled the expression of kinds of meaning which would have been difficult, or perhaps impossible, in language. We conclude that visual and linguistic modes of expression have different potentials for meaning making, and therefore different potentials for learning. 相似文献
33.
Tricia M. Kress 《Cultural Studies of Science Education》2009,4(1):41-49
Who we are, our identities, as educators and learners cannot be considered separately from our histories and cultures. As
such, many attempts at improving education for historically marginalized minority groups often revolve around finding ways
to connect youth culture to curricula. What remains largely unexamined, however, are the history, culture, and identities
of White educators and how these forces necessarily impact the ways in which curricula are designed for youth of color. By
reconsidering DeGennaro and Brown’s article “Youth Voices: Exploring Connections between History, Enacted Culture and Identity
in a Digital Divide Initiative” through a lens of Whiteness, this article aims to illustrate that the histories and identities
of African–American learners are dialectically related to the histories and identities of White educators. However, because
Whiteness tends to be invisible, White educators have the privilege of not examining who they are and where they come from
as part of their own identity development during the teaching and learning process. This article invites White educators to
question what it means to educate youth of color by recognizing their own Whiteness as a powerful force in shaping pedagogical
activities. By understanding both themselves and their students as racialized, cultural actors, White educators can begin
to develop curricula that are truly empowering for minority youth.
相似文献
Tricia M. KressEmail: |
34.
Victoria E. Kress Rebecca A. Newgent Janis Whitlock Laura Mease 《Journal of College Counseling》2015,18(2):160-174
The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI. 相似文献
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It is a common assumption that in many countries mass mediacensorship is imposed by an authoritarian government on an unwillingpublic. This study examines public opinion about televisioncensorship in the island nation of Singapore. More specifically,we tested the third-person effect hypothesis, which suggeststhat people expect media content to have more negative influenceon others than on themselves, and that some support for censorshipis based on that perceptual bias. Data for the study came from face-to-face interviews with 506randomly selected Singaporeans who evaluated ten categoriesof sensitive television content. Results revealed(1) a substantial perceptual bias in all content categories;(2) generally strong opinion favoring censorship of televisioncontent; and (3) a significant relationship between these twofactors, suggesting that people may support censorship of mediain part because of a tendency to overestimate its negative influence. 相似文献
37.
38.
Nicholas J. Grahame Robert C. Barnet Lisa M. Gunther Ralph R. Miller 《Learning & behavior》1994,22(4):395-408
Treatments that attenuate latent inhibition (LI) were examined using conditioned suppression in rats. In Experiment 1, retarded conditioned responding was produced by nonreinforced exposure to the CS prior to the CS-US pairings used to assess retardation (i.e., conventional LI). In Experiment la, retarded conditioned responding was induced by preexposure to pairings of the CS and a weak US prior to retardation-test pairings of the CS with a strong US (i.e., Hall-Pearce [1979] LI). Both types of LI were attenuated by extensive exposure to the training context (i.e., context extinction) following the CS-US pairings of the retardation test. Experiment 2 examined the specificity of the attenuated LI effect observed in Experiment 1. After preexposure to two different CSs in two different contexts, each CS was paired with a US in its respective preexposure context. One of the two contexts was then extinguished. This attenuated LI to a greater degree for the CS that had been trained in the extinguished context. Experiment 3 differentiated the roles in LI of CS-context associations and context-US associations. Following preexposure to the CS in the training context, LI was reduced by further exposure to the CS outside the training context. This observation was interpreted as implicating the CS-context association as a factor in LI. Thus, the results of these experiments suggest that LI is a performance deficit mediated by unusually strong CS-context associations. Implications for Wagner’s (1981) SOP model and Miller and Matzel’s (1988) comparator hypothesis are discussed. 相似文献
39.
Professional development plans (PDPs) are contracts used to address problematic student behaviors in counselor education. The PDP can be used to systematically document and address (a) faculty expectations of the student, (b) specific behaviors required of the student, (c) tasks in which the student and faculty will engage to facilitate student success, and (d) consequences if the student does not successfully address the expected tasks and engage in the required behaviors. A sample PDP is provided, and practice suggestions are discussed. 相似文献
40.
Genre in a social theory of language 总被引:1,自引:0,他引:1