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701.
周丽娜 《吉林省教育学院学报》2021,37(6):154-158
本文探讨的是在教学实践中探索怎样从学生的视角出发,进行"有过程"的教学.强调学生是课堂学习的主人,在课堂教学中要从学生的已有经验出发,在此基础上展开教学的过程.还要尊重学生的差异,关注学生的学习起点,进而经历不同的学习过程.更要注重在教学中让学生经历从个别到一般的归纳过程,培养学生的归纳思维及抽象推理能力. 相似文献
702.
图书馆的能力主要表现为图书馆员的能力,图书馆的发展水平取决于图书馆员的能力。持续地关注图书馆员的能力建设问题,图书馆才能不断创新,持续发展。通过研究型图书馆员核心能力的技能模型构成和技能体现,提出适应新信息环境和发展需要的能力要求,能够让图书馆员积极地应对用户需求和行为变化,更新服务内容和方式,提高服务质量。 相似文献
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Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.