全文获取类型
收费全文 | 3155篇 |
免费 | 10篇 |
专业分类
教育 | 2228篇 |
科学研究 | 530篇 |
各国文化 | 1篇 |
体育 | 93篇 |
综合类 | 7篇 |
文化理论 | 63篇 |
信息传播 | 243篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 16篇 |
2020年 | 4篇 |
2019年 | 16篇 |
2018年 | 66篇 |
2017年 | 106篇 |
2016年 | 180篇 |
2015年 | 125篇 |
2014年 | 70篇 |
2013年 | 106篇 |
2012年 | 158篇 |
2011年 | 180篇 |
2010年 | 91篇 |
2009年 | 39篇 |
2008年 | 76篇 |
2007年 | 66篇 |
2006年 | 52篇 |
2005年 | 691篇 |
2004年 | 474篇 |
2003年 | 303篇 |
2002年 | 141篇 |
2001年 | 73篇 |
2000年 | 34篇 |
1999年 | 26篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有3165条查询结果,搜索用时 31 毫秒
41.
Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation
of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely
intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding
the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied
cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1)
making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements
as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented. 相似文献
42.
The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
43.
The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed
chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school
subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school
instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based
learning and the control group received traditional instruction. At the experimental group, life cases were presented with
small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant
difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry
as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’
epistemological beliefs and attitudes toward chemistry. 相似文献
44.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引:1,自引:0,他引:1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献
45.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
46.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
47.
Jahresinhaltsverzeichnis und Register
Jahresinhaltsverzeichnis und Register 相似文献48.
G?khan ?zsoy 《Asia Pacific Education Review》2011,12(2):227-235
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics
achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version
of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results
demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance
of mathematics achievement could be explained with metacognitive knowledge and skills. 相似文献
49.
50.