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51.
The purpose of this research was to search for a learning hierarchy among skills comprising formal operations and the integrated science processes. Ordering theoretic and probabilistic latent structure methods were used to analyze data on five process skills and six logical thinking skills collected from 700 science students. Both linear and branching hierarchical relationships were identified within and across the two sets of skills. Most of them fit the logical hierarchies which have guided curriculum development and classroom practices in the past. But a few run counter to our present logic and understanding of these skills. 相似文献
52.
This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments. 相似文献
53.
伞形科植物染色体数目报告 总被引:1,自引:0,他引:1
本文报道了伞形科15属24种和交种的染色体数,其中18个种和变种是首次报道。研
究表明, 我国天胡荽属 (Hydrocotyle L.)是伞形科多倍体比较普遍的类群。柴胡属(Bupleu-
rum L.)分别有4、6、7、8等基数,茴芹属(Pimpinella L.)的毛果组(Sect. Tragium)和光
果组(Sect.Tragoselinum)的代表种类的基数分别为9和10,因此,染色体基数可作为深入
研究某些属内种类演化的细胞学资料之一。思茅独活(Heracleum henryi Wolff)的花粉母细 胞在终变期时出现了4体环,说明结构杂合体可能是伞形科种类分化的一个因素。 相似文献
54.
The purpose of this paper is to analyze the promotion and practice of physical exercise and sport in relation to social class and the shifting roles of women in communist-governed Romania during the 1980s. Since sport played a central role in communist ideology, especially as a means of maintaining a healthy and growing workforce, the government encouraged physical activity through gymnastics at work (in the form of “production gymnastics”), in public wellness centers, and at home. In this study, the authors trace societal shifts related to changing policies and laws through corresponding shifts in the representation of female bodies engaged in sport and exercise by the media. Content analysis of Romanian magazine and newspaper articles published during the 1980s reveals how group physical exercises, such as maintenance gymnastics, were promoted to working-class women and how images of women became increasingly feminized and sexualized, thereby reinforcing new norms of feminine beauty. 相似文献
55.
Shih‐Ching Yeh Jin‐Liang Wang Chin‐Yeh Wang Po‐Han Lin Gwo‐Dong Chen Albert Rizzo 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):666-675
Mental rotation is an important spatial processing ability and an important element in intelligence tests. However, the majority of past attempts at training mental rotation have used paper‐and‐pencil tests or digital images. This study proposes an innovative mental rotation training approach using magnetic motion controllers to allow learners to manipulate and interact with three‐dimensional (3D) objects. Stereovision allows learners to perceive the spatial geometric form of a 3D object. This approach allows learners to perceive 3D objects in space through stereovision and make mental rotation visible from each intrinsic and invisible mental rotation step using motion‐interaction methods. This study examines the effects of user training performance and perceptions. The results indicate that the proposed approach can improve user mental rotation ability effectively. Learners expressed high degrees of concentration toward the mechanism that included direct control and immediate feedback. The results also suggest that female testers perceive greater degrees of playfulness toward the mechanism and improve more through training than male testers. 相似文献
56.
Mei‐Hung Chiu Chin‐Cheng Chou Wen‐Lung Wu Hongming Liaw 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):471-486
This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place. There were 102 university and high school students who were involved in this research, and about 80% of the participants held erroneous preconceptions on the scientific topic chosen. The results showed that FMES changes were detected in the majority of the students who made erroneous predictions as they underwent conceptual conflict. Furthermore, the lack of FMES change was shown to indicate a lowered likelihood of conceptual change, while the presence of FMES change doubled the likelihood of conceptual change. The results confirm that FMES can be useful in determining learners’ awareness of conflicting concepts and their progress towards scientific understanding. Educational implications are discussed. 相似文献
57.
Hsiao-Lin?TuanEmail author Chi-Chin?Chin Chi-Chung?Tsai Su-Fey?Cheng 《International Journal of Science and Mathematics Education》2005,3(4):541-566
The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing
10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this
group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group,
they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan,
Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental
group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students
which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired
t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated
that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly
(p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement
goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview
data supported that most of students with different learning styles were willing to participate in the inquiry learning activities,
while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students
with different learning styles in science learning.
An erratum to this article is available at . 相似文献
58.
ABSTRACTAlthough Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation. 相似文献
59.
This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12–14 years, from two countries, first wrote questions about the phenomenon. Then, working in groups with members who differed in their views, they discussed possible answers. To help them structure their arguments, students were given a sheet with prompts to guide their thinking and another sheet on which to represent their argument diagrammatically. One group of students from each class was audiotaped. Data from both students' written work and the taped oral discourse were then analyzed for types of questions asked, the content and function of their talk, and the quality of arguments elicited. To illustrate the dynamic interaction between students' questions and the evolution of their arguments, the discourse of one group is presented as a case study and comparative analyses made with the discourse from the other three groups. Emerging from our analysis is a tentative explanatory model of how different forms of interaction and, in particular, questioning are needed for productive argumentation to occur. 相似文献