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191.
Ingrid Pramling Samuelsson Sonja Sheridan 《Early Years: An International Journal of Research and Development》2010,30(3):219-227
Thirty years or more of striving for a coherent theme in the educational system from preschool to gymnasium might now be at an end. Millions of Swedish kronor have been spent on projects concerning cooperation between pre‐ and primary school. The curricula for preschool and the gymnasium are similar in structure, and they are connected with each other through the goals that children and students are expected to achieve. Teacher education has so far been one integrated programme with different orientations and specialities, and the basic knowledge that teachers require has been largely the same from early childhood education (ECE) to adult education. The political winds are, however, blowing in another direction. A question to ask is whether Sweden is changing its holistic and social‐pedagogical approach to ECE and teacher education towards a more traditional academic one. It is this change that will be discussed in this article, although one has to bear in mind that nothing is fixed and stable, so the article is a snapshot from an ongoing process. 相似文献
192.
Ingrid A. E. Spanjers Tamara van Gog Jeroen J. G. van Merriënboer 《Educational Psychology Review》2010,22(4):411-423
This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in
pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of
segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous
cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations
into smaller units of information and providing pauses between segments that give students time for the necessary cognitive
activities after each of those units of information. Second, event segmentation theory states that people mentally segment
dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation
could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure
shown. 相似文献
193.
An exploratory study of students’ constructions of gender in science,engineering and technology 总被引:1,自引:1,他引:0
Despite an appreciation of the need to increase gender sensitivity and awareness among tertiary students in the field of science, engineering and technology (SET), there is a paucity of research that explores how students in this field construct gender. A greater understanding of such constructions can assist in transforming gender relations and creating a more gender‐sensitive learning environment for SET students. This paper explores SET students’ constructions of gender and the discourses they draw on when constructing female participation in SET. Focus group discussions were conducted with male and female students from an urban South African university. A discourse analysis identified various restrictive discourses that resist female participation in SET and value traditional gender roles for men and women, as well as more marginal voices that support gender equity. The paper concludes with recommendations for interventions aimed at challenging restrictive constructions of gender in higher education. 相似文献
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196.
Thoughts on the democratization of education in Europe 总被引:1,自引:0,他引:1
Ingrid Eide 《Prospects》1982,12(1):79-88
197.
198.
Ohne Zusammenfassung 相似文献
199.
Ingrid Moses 《Assessment & Evaluation in Higher Education》1986,11(2):117-129
At the University of Queensland staff have had the opportunity since 1982 to make use of a standardised questionnaire to students to get feedback on their teaching. The questionnaire was developed and is organised in such a way that it may be used in promotion applications, as evidence of teaching ability in the annual appraisal of probationary staff by the head of department, and for personal feedback. After one year of operation interviews were held with all those who had used the questionnaire. Their attitude to evaluation of teaching was overwhelmingly positive and differed sharply from the way they perceived their department's and the University's attitude to be. Staff, on the whole, acted on the feedback received from their students by changing the course organisation and content, aspects of classroom teaching or their attitude. Many felt more confident about their teaching as a result of the evaluation, and for many the questionnaires were the only source of feedback and encouragement. 相似文献
200.
Ingrid Moses 《高等教育研究与发展》1984,3(2):153-165
Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level. 相似文献