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101.
Pei-Ling Hsu 《Cultural Studies of Science Education》2012,7(1):103-110
I respond to Baron and Chen’s article on creative cultural divergence, which they describe as the novel pedagogy of diverging
from culturally generated educational expectations. Their article provides an analysis on how an experienced Taiwanese teacher
drew on different forms of creative cultural divergence to facilitate students’ critical thinking and science inquiry. To
better understand the phenomenon of creative cultural divergence, I draw on Bakhtin’s concepts of outsideness, novelization, and internally persuasive discourse to analyze how these divergences are produced. These concepts not only help us to understand the phenomenon of creative cultural
divergence, they also help me to reflect on my own culture-crossing experience. The implications of these concepts for culture
and education are further discussed. 相似文献
102.
Renato Borba Teixeira Tiago Roux Oliveira Ramon Romankevicius Costa Liu Hsu 《Journal of The Franklin Institute》2021,358(3):1715-1742
The problem of adaptive control design for multivariable linear time-invariant plants with unknown control direction is considered. A solution is proposed based on the SDU factorization of the high frequency gain matrix (HFG) and the monitoring function approach. The adaptation scheme is the binary model reference adaptive control (BMRAC) which utilizes parameter projection and sufficiently high adaptation gains. The signs of the leading principal minors of the HFG define the control directions, and the lack of knowledge of which is a major challenge in the multivariable framework. The role of the monitoring function is to monitor the output error transient and then provide the necessary changes of the adaptation gain signs to guarantee a stable adaptive control. In addition to proving the signal boundedness of the resulting closed-loop system, the output tracking error is shown to be asymptotically as well as exponentially practically stable, i.e., exponentially stable with respect to a small residual compact set of size inversely proportional to the BMRAC adaptation gain. The latter implies good transient properties of the output tracking error in contrast to conventional adaptive laws which only guarantee asymptotic stability but can lead to extremely slow error convergence. The extension of the proposed approach to matched disturbances is also briefly discussed following the classical paradigm of disturbance estimators. Numerical results with a visual servoing application illustrate the efficiency of the proposed method. 相似文献
103.
104.
Shiang-Kwei Wang Hui-Yin Hsu Todd Campbell Daniel C. Coster Max Longhurst 《Educational technology research and development : ETR & D》2014,62(6):637-662
The purpose of the study is to investigate the popular assumption that the “digital natives” generation surpasses the previous “digital immigrants” generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers’ (n = 24) and their students’ (n = 1,060) inside–outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students’ inside–outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies. 相似文献
105.
Haim Eshach Hsin-Kai Wu Fu-Kwun Hwang Ying-Shao Hsu 《Journal of Science Education and Technology》2014,23(1):183-197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers’ attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers’ attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class. 相似文献
106.
Peter C. Holland Judith S. A. Asem Connor P. Galvin Caitlin Hepps Keeney Melanie Hsu Alexandra Miller Vivian Zhou 《Learning & behavior》2014,42(1):1-21
Rats will approach and contact a lever whose insertion into the chamber signals response-independent food delivery. This “autoshaping” or “sign-tracking” phenomenon has recently attracted considerable attention as a platform for studying individual differences in impulsivity, drug sensitization, and other traits associated with vulnerability to drug addiction. Here, we examined two basic stimulus selection phenomena—blocking and overshadowing—in the autoshaped lever pressing of rats. Blocking and overshadowing were decidedly asymmetrical. Previously reinforced lever-extension conditioned stimuli (CSs) completely blocked conditioning to auditory cues (Exps. 1 and 2), and previously nonreinforced lever-extension CSs overshadowed conditioning to auditory cues. By contrast, conditioning to lever-extension CSs was not blocked by either auditory (Exp. 3) or lever-insertion (Exp. 4) cues, and was not overshadowed by auditory cues. Conditioning to a lever-insertion cue was somewhat overshadowed by the presence of another lever, especially in terms of food cup behavior displayed after lever withdrawal. We discuss several frameworks in which the apparent immunity of autoshaped lever pressing to blocking might be understood. Given evidence that different brain systems are engaged when different kinds of cues are paired with food delivery, it is worth considering the possibility that interactions among them in learning and performance may follow different rules. In particular, it is intriguing to speculate that the roles of simple cue–reinforcer contiguity, as well as of individual and aggregate reinforcer prediction errors, may differ across stimulus classes. 相似文献
107.
This study examined college graduates’ evaluations of their employability skills associated with graduate participation in various extra-curricular activities including being a core member of: (a) student government (such as student councils), (b) service (such as scouts clubs), (c) sports, (d) music and (e) arts clubs. The final sample comprised 28,768 business school graduates who hoped to enter the workforce immediately upon graduating in the 2008 school year. Results from propensity score matching analyses demonstrated that students who had been core members of extra-curricular activities were more likely to positively evaluate their communication, leadership, creativity and self-promotion skills. Furthermore, results suggested that different types of extra-curricular activities could unequally influence the employability of graduating college students. Leadership skills benefited most from involvement in sports clubs, while creativity skills benefited most from involvement in music clubs. Communication and self-promotion skills benefited moderately from all extra-curricular activities. Unlike other employability skills, the time management skills of students hardly benefited from extra-curricular activities. 相似文献
108.
Pei-Ling Hsu 《Cultural Studies of Science Education》2014,9(1):63-75
Ashraf Shady’s paper provides a first-hand reflection on how a foreign teacher used cogens as culturally adaptive pedagogy to address cultural misalignments with students. In this paper, Shady drew on several cogen sessions to showcase his journey of using different forms of cogens with his students. To improve the quality of cogens, one strategy he used was to adjust the number of participants in cogens. As a result, some cogens worked and others did not. During the course of reading his paper, I was impressed by his creative and flexible use of cogens and at the same time was intrigued by the question of why some cogens work and not others. In searching for an answer, I found that Mikhail Bakhtin’s dialogism, especially the concept of addressivity, provides a comprehensive framework to address this question. In this commentary, I reanalyze the cogen episodes described in Shady’s paper in the light of dialogism. My analysis suggests that addressivity plays an important role in mediating the success of cogens. Cogens with high addressivity function as internally persuasive discourse that allows diverse consciousnesses to coexist and so likely affords productive dialogues. The implications of addressivity in teaching and learning are further discussed. 相似文献
109.
Pi-Sui Hsu 《Teaching Education》2013,24(2):195-213
The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large university in the mid-western USA. Data sources included interviews, documents, and observations. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses. The present study provided a number of suggestions on different activities that could be built into educational technology courses to better prepare pre-service teachers to teach with technology. 相似文献
110.
Chung-Yuan Hsu 《Interactive Learning Environments》2013,21(2):104-115
Educational researchers have indicated that although computer games have the potential to promote students’ motivation and engagement, the work on how to design effective games that fulfil educational purposes is still in its infancy. This study aimed to examine how integration of self-explanation into a computer game affected primary schoolers’ acquisition of light and shadow concepts. The participants were randomly assigned to either an experimental group or a control group and played a computer game with or without self-explanation prompts individually as a treatment. Students’ conceptual understanding was evaluated through a pretest and a posttest administered right after the treatment. The results revealed that by controlling the pretest scores, students who played the game with self-explanation features did not outperform those who played the game without any prompts in the posttest. Further analyses of the experimental group students’ responses to the self-explanation prompts also indicated that the students with more correct responses to the prompts did not perform better than those with lower accuracy rates. The deficits in the use of self-explanation prompts are identified, and possible improvements to enhance the function of self-explanation in educational games are proposed. 相似文献