全文获取类型
收费全文 | 590篇 |
免费 | 10篇 |
国内免费 | 3篇 |
专业分类
教育 | 433篇 |
科学研究 | 55篇 |
各国文化 | 6篇 |
体育 | 58篇 |
文化理论 | 10篇 |
信息传播 | 41篇 |
出版年
2022年 | 6篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 16篇 |
2018年 | 25篇 |
2017年 | 15篇 |
2016年 | 15篇 |
2015年 | 15篇 |
2014年 | 13篇 |
2013年 | 100篇 |
2012年 | 14篇 |
2011年 | 17篇 |
2010年 | 14篇 |
2009年 | 14篇 |
2008年 | 14篇 |
2007年 | 10篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 13篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 10篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1995年 | 7篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1986年 | 6篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1982年 | 12篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 15篇 |
1977年 | 5篇 |
1976年 | 9篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1971年 | 5篇 |
1969年 | 9篇 |
1959年 | 5篇 |
1957年 | 7篇 |
1956年 | 4篇 |
排序方式: 共有603条查询结果,搜索用时 15 毫秒
51.
Hans Aebli 《Interchange》1970,1(1):12-24
The relevance for educational theory of Piaget's cognitive and developmental psychology is examined, especially as teaching of concepts and operations is concerned. Piaget's constructivism and his assimilation theory are found to be most useful. His equilibration concept and his one-step model of concept construction, however, limit the applicability of the theory. Related to these traits of Piaget's psychology is the tacit assumption that experiments simply uncover cognitive structures, which are said to build up during the child's spontaneous activities. An alternative conception of developmental processes and of cognitive learning is offered, in which an elaboration concept, language, and social stimulation are central.
Résumé On a examiné la signification pédagogique de la psychologie du développement cognitif de Piaget, particulièrement en ce qui concerne l'enseignement de concepts et d'opérations. Les notions piagétiennes d'assimilation et de constructivisme se révèlent des plus utiles. Cependant, son concept de l'équilibre structural et sa notion de l'élaboration de concepts limitent l'applicabilité de sa théorie. Rattachée à ces aspects de la psychologie de Piaget se trouve l'idée que les expériences ne font que mettre à nu des structures cognitives qui se seraient construites au cours des activités spontanées de l'enfant. Cet article propose une interprétation différente des processus du développement et de l'apprentissage cognitif, où le langage, la construction de concepts, et la stimulation sociale occupent une place centrale.相似文献
52.
Hans Ernst Fischer Klaus Klemm Detlev Leutner Elke Sumfleth Rüdiger Tiemann Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349
In view of the research on education—and subject-related education in particular—that has been conducted in recent years,
it would seem useful to describe the current state and future trends of research on science teaching and learning. In the
present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term
research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields
of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.
Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003).
Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits
and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208. 相似文献
53.
54.
55.
Factors that prevent learning in electrochemistry 总被引:1,自引:0,他引:1
Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007 相似文献
56.
The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic year. An analysis of variance showed that students varied their reported learning strategies as a function of different learning contexts. This indicated a context-specific component in strategy use. Intercorrelations, however, showed that students displayed consistency in reported learning strategies across course contexts as well. This indicated a personal, habitual component in strategy use. It thus seems that the question of variability and consistency in learning strategies does not yield an either-or, answer. Context variables were explored to explain the variations. Use of stated cases, provision of a clear organisation of subject matter and of diverse didactic resources appeared to diminish encountered problems and lack of regulation (which proved to be related variables), and promote the use of concrete processing, relating, analyzing, self-regulation and externally regulated strategies. Evidence was found that learning strategies differed among each other in the degree of variability. Memorizing turned out to be relatively resistant to differences in course context, whereas concrete processing strategies and lack of regulation showed relatively large susceptibility to course context. Explanations were proposed in terms of different stages in the development of learning strategies and in terms of context-variables. 相似文献
57.
58.
59.
60.