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In Experiment 1, pigeons were trained in a within-subjects design to discriminate sequences of light flashes (illumination of the feeder) that varied in number, but not in time (2f/4sec and 8f/4sec), and in time, but not in number (4f/2sec and 4f/8sec). Number samples required a response to one of two comparison dimensions (either color or line), whereas time samples required a response to the remaining comparison dimension. Delay testing revealed a significant choose-small bias following number samples and a significant choose-long bias following time samples. In Experiment 2, testing confirmed that in the absence of a sample, there was a bias to respond small to the number comparisons and long to the time comparisons. Additional tests indicated that the birds were discriminating time samples on the basis of the number of light flashes occurring during the last few seconds of the time samples, rather than on the basis of the total duration of the flash sequence. Consequently, the choose-long bias observed for time samples during delay testing was really a choose-small bias. In Experiment 3, the birds received baseline training with a 5-sec delay and were subsequently tested at shorter and longer delays. A choose-large bias occurred at delays shorter than the baseline training delay, whereas a choose-small bias was again observed at delays longer than the baseline delay. These findings provide additional empirical support for the conceptualizing of memory for number and time in terms of a common mechanism. 相似文献
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Julia Hope 《Children‘s Literature in Education》2018,49(3):302-322
This article begins by reflecting on the present refugee crisis and its relevance to children in the UK. It identifies the need for teaching about the refugee experience to young children and argues that literature can provide a conduit for this. Since the millennium there has been a rapid increase in the number of books published for children which take this as their theme, aimed at ever-younger readers. Taking as a case study The Colour of Home by Mary Hoffman, a picturebook commonly used in lower primary classrooms, the article considers how this text promotes understanding and validates the circumstances of refugees. It closely examines the motivations and aims of the writer, how the book was mediated by teachers in the primary classroom, and how refugee and non-refugee children read and responded to it. Findings are presented from an interview with Mary Hoffman herself, juxtaposed with data from three classrooms suggesting that pupils gained valuable insight into a complicated and controversial issue. However the research concludes that viewing children through a refugee/non-refugee binary was reductive in not recognising the multi-layered nuances of meaning which were constructed by young readers who brought to bear a wide variety of individual life and family experiences. Furthermore, teachers in the study played a powerful role in mediating the texts when sharing them in the classroom, and devised a selection of stimulating resources to provoke reader response in terms of empathy, “social action”, and some critical literacy. 相似文献
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Hope K. Gerde Rachel E. Schachter Barbara A. Wasik 《Early Childhood Education Journal》2013,41(5):315-323
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom. 相似文献
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Warren C. Hope 《Clearing house (Menasha, Wis.)》2013,86(1):40-43
Motivation is a key factor in promoting academic success, and intrinsic motivation is especially important for developing autonomous learners. Reluctant learners, in particular, benefit from intrinsic motivation that makes learning relevant to their lives. In this article, the author describes commonalities of reluctant learners and presents definitions and frameworks for understanding motivation. The author also suggests a variety of strategies and activities for turning reluctant learners into inspired learners. 相似文献