全文获取类型
收费全文 | 129篇 |
免费 | 0篇 |
专业分类
教育 | 99篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 8篇 |
文化理论 | 8篇 |
信息传播 | 7篇 |
出版年
2019年 | 1篇 |
2018年 | 3篇 |
2017年 | 2篇 |
2016年 | 1篇 |
2015年 | 1篇 |
2013年 | 14篇 |
2012年 | 1篇 |
2011年 | 8篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 10篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 14篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有129条查询结果,搜索用时 15 毫秒
31.
Diversifying the teaching population is of international concern. Ireland has experienced significant socio-demographic change in the last decades, but we lack adequate data on the backgrounds of student teachers, especially in relation to nationality and ethnicity. In this paper, we examine the nationality/ies, ethnicity/ies and experiences with diversity of Ireland’s 2014 undergraduate primary and postgraduate post-primary initial teacher education (ITE) applicants, entrants and non-entrants, part of the focus of the Diversity in Initial Teacher Education in Ireland national research project. The overwhelming majority of respondents claim Irish only nationality, and are of ‘White Irish’ ethnicity. Respondents’ constructions of their ethnicity privilege nationality and skin colour. The exclusionary constructions of ethnicity of those self-identifying as ‘White Irish’ reveal the heavy influence of Ireland’s post-colonial nationhood. A significant proportion reported having little or no experience with groups different to their own. We end by noting implications on policy, research and ITE programme levels. 相似文献
32.
This contribution deals with the development of entrepreneurship education at university level in Germany. Starting with a definition of the concept, the article focuses on relevant issues of entrepreneurship education, such as target groups and teaching formats. With particular emphasis on empirical studies carried out by the German Association for Promoting Academic Entrepreneurship Research (FGF), noteworthy milestones in the development of entrepreneurship education in Germany will be discussed, along with those trends that are likely to be important in the future. 相似文献
33.
This article is a narrative résumé of a year-long collaborative critical inquiry into teaching methods with teachers of modern languages in Irish secondary schools. Putting myself, a cultural stranger and first-time qualitative researcher, at the core of this self-study, I discuss first the context and methodological framework of the study to later speak about several aha-moments that shaped my journey. The initial aim of making my participants become action researchers was fulfilled only partially. Because I allowed participants to co-create this action research study in tune with their needs and capacities, I needed to change my expectations. Rather than seeing parts of this study as a failure, given that so far none of my participants published their action research outcomes, I began to embrace an organic approach to continuing professional development that is based on active listening and collaboration. 相似文献
34.
There are considerable differences among mathematics teachers with regard to the quatlity of their way of developing mathematical knowledge in the classroom. Such differences are analysed. To develop mathematical meaning requires both a consistent presentation of the mathematical symbols and of the referential meaning of these symbols with respect to the given task. On the basis of this conception we assume that the quality of teaching will differ according to how teachers cope with the relation between these two sides of meaning. From a sample of 26 teachers, an expert teacher and a non-expert teacher were selected by means of classroom observation with scales of instructional quality variables. For each of these two teachers, two lessons introducing probability (sixth grade) are analysed. For this purpose, teacher and student contributions are coded. For the expert teacher, graphic visualizations of the development of mathematical concepts across time show soft transitions between the different aspects of mathematical meaning. These transitions are made possible by a consistent explication of the relation between formal symbols and the given mathematical task. In the case of the other teacher, explication of the relationship between the object side and the symbol side of mathematical meaning is much rarer, and there are sudden switches from one aspect of meaning to another. Further differences concern the handling of student contributions.We gratefully acknowledge the help of Wolfgang Barz, Regina Dietrich and Claudia Krüger with recording, transcribing or coding lessons. For their comments on draft versions of the paper the authors thank Deborah Ball, Jere Brophy, Willibald Dörfler, Alexander Gruza and two anonymous reviewers. 相似文献
35.
36.
Heinz Steinbring 《Educational Studies in Mathematics》2006,61(1-2):133-162
Mathematical signs and symbols have a decisive role for coding, constructing and communicating mathematical knowledge. Nevertheless
these mathematical signs do not already contain mathematical meaning and conceptual ideas themselves. The contribution will
present basic elements of an epistemology of mathematical knowledge and then apply these theoretical ideas for analyzing case
studies of two teaching episodes from elementary mathematics teaching. In this way different roles of mathematical signs as
means of communication (oral function), of indicating (deictic function) and of writing (symbolic function) will be elaborated. 相似文献
37.
Stephen Wiseman Jürgen Steinack Volker Gold Edouard Bayer Albert Husquinet Gilbert L. de Landsheere Louis Andrianne Bernard Trouillet Jack Heinz Sislian Georg Viewegee Mabel B. Denny 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(1):120-137
38.
Heinz Wimmer 《Reading and writing》1996,8(2):171-188
The present study retrospectively examined early difficulties with phonological coding and phonemic segmentation of German children who after four years in school were diagnosed as dyslexic. German, in comparison to English, exhibits rather simple and straight-forward grapheme-phoneme correspondences, and the initial teaching approach was phonics oriented. Despite these favorable circumstances for the acquisition of phonological coding, the majority of the later dyslexic children had particular difficulties with the accurate reading of nonwords and of unfamiliar words after about seven months of reading instruction. However, there were enormous differences between the dyslexic children. Two of them were completely unable to blend phonemes into pronunciations, another seven were slow and error prone decoders, and three children had slow and laborious pronunciation assembly as the core problem. The majority of the later dyslexic children also exhibited phonemic segmentation deficits as tested with a nonword spelling task and a phoneme reversal task. In correspondence with findings from older German dyslexic children, the early difficulties with accurate phonological coding and phonemic segmentation were no longer found at the end of grade four. Children then suffered from very slow reading and poor spelling. In general, the difficulties of German dyslexic children emphasize the phonological impairment account of dyslexia. More specifically, these findings suggest that the assembly of letter sounds into pronunciations is particularly affected in the early phase of learning to read a consistent orthography. 相似文献
39.
40.
Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students’ ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications. 相似文献