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71.
Problem-based learning is a constructivist approach toprofessional education stressing the use of real lifeproblems in education. Several previous attempts tounderstand the intricacies of learning in theproblem-based context have led to a causal model,elements of which were tested in the present study.The focus of the investigation was on the students' motivation to committhemselves to studying in a problem-based healthsciences curriculum, expressed in term of levels ofattendance at tutorial meetings. Data were collectedregarding functioning of the tutorial group, tutorfunctioning, level of prior knowledge, quality of theinstructional problems, time spent on individualstudy, academic achievement and increased interest.These data were analyzed using a structural equationsmodeling approach. As hypothesized, commitment appears to bea potent determinant of achievement. In fact, itrepresents one of the strongest determinants oflearning in the model tested. 相似文献
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Floris M. Van Blankenstein Diana H. J. M. Dolmans Cees P. M. Van der Vleuten Henk G. Schmidt 《Instructional Science》2013,41(4):729-744
This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a distraction task after each question. They received either relevant or irrelevant prior knowledge before the discussion. After the discussion, all participants studied a text about thunder and lighting and completed immediate and delayed-recall tests for this text. Elaboration had no main effect on recall, but there was a significant interaction effect between relevant prior knowledge and elaboration. The results suggest that elaboration is helpful for students with more prior knowledge, but harmful for students with less prior knowledge. 相似文献
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Henk G. Schmidt Janke Cohen-Schotanus Henk T. van der Molen Ted A. W. Splinter Jan Bulte Rob Holdrinet Herman J. M. van Rossum 《Higher Education》2010,60(3):287-300
In this article, an alternative for Tinto’s integration theory of student persistence is proposed and tested. In the proposed
theory, time available for individual study is considered a major determinant of both study duration and graduation rate of
students in a particular curriculum. In this view, other activities in the curriculum, in particular lectures, constrain self-study
time and therefore must have a negative impact on persistence. To test this theory, we collected study duration and graduation
rate information of all—almost 14,000 students—enrolling in eight Dutch medical schools between 1989 and 1998. In addition,
information was gathered regarding the timetables of each of these curricula in the particular period: lectures hours, hours
spent in small-group tutorials, practicals, and time available for self-study. Structural equation modeling was used to study
relations among these variables. In line with our predictions, time available for self-study was the only determinant of graduation
rate and study duration. Lectures were negatively related to self-study time, negatively related to graduation rate, and positively
related to study duration. The results suggest that extensive lecturing may be detrimental in higher education. However, in
the curricula employing limited lecturing considerable energy was spent in supporting self-study activities of students and
preventing postponement of learning. Given our findings, both activities will likely have large pay offs, in particular in
curricula with low graduation rates. 相似文献
76.
Magdeleine D.N. Lew W.A.M. Alwis Henk G. Schmidt 《Assessment & Evaluation in Higher Education》2010,35(2):135-156
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments. 相似文献
77.
This paper explores the use of Library Catalog Analysis (LCA), defined as the application of bibliometric or informetric techniques to a set of library online catalogs, to describe quantitatively a scientific-scholarly field on the basis of published book titles. It focuses on its value as a tool in studies of Social Sciences and Humanities, especially its cognitive structures, main book publishers and the research performance of its actors. The paper proposes an analogy model between traditional citation analysis of journal articles and Library Catalog Analysis of book titles. It presents the outcomes of an exploratory study of book titles in Economics included in 42 academic library catalogs from 7 countries. It describes the process of data collection and cleaning, and applies a series of indicators and thematic mapping techniques. It illustrates how LCA can be fruitfully used to assess book production and research performance at the level of an individual researcher, a research department, an entire country and a book publisher. It discusses a number of issues that should be addressed in follow-up studies and concludes that LCA of published book titles can be developed into a powerful and useful tool in studies of Social Sciences and Humanities. 相似文献
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The role of teachers in facilitating situational interest in an active-learning classroom 总被引:2,自引:0,他引:2
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom. 相似文献