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61.
Sunday Kissinger Wong Seng Yue Samson Balogun Oluwafemi Sanusi Ismaila Temitayo 《Education and Information Technologies》2022,27(5):6819-6845
Education and Information Technologies - Learning object oriented programming (OOP) has been a daunting and challenging task for students across tertiary institutions in Nigeria. Various... 相似文献
62.
This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection,
and dialogue in a community, should be the distinguishing knowledge base of schools in the twenty-first century. This article
also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education
paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching
and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance
of the epistemological reform. 相似文献
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65.
Stella Tsotsi Birit F.P. Broekman Lynette P. Shek Kok Hian Tan Yap Seng Chong Helen Chen Michael J. Meaney Anne E. Rifkin-Graboi 《Child development》2019,90(1):136-146
This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Indeed, higher maternal parenting stress increased the risk for internalizing problems, and this association was more pronounced among children with high levels of exuberance. Existent emotion regulation difficulties in highly exuberant children may further heighten the risk conveyed by an unfavorable caregiving environment for developing internalizing problems. 相似文献
66.
We investigated the effects of enhancing orthographic knowledge on the spelling of Chinese characters and words in 131 eight-year-old
Chinese children at risk for dyslexia. The traditional approach (37 children) emphasizing memory and repeated writing was
the control condition. The analytic and synthetic approach (ASA, 33 children) stressed insight into character structure. The
integrated analytic and synthetic approach added to ASA self-correction and metacognitive activities (INA, 61 children). The
children were first asked to write down as many words as possible associated with pictures of home, school, and community;
the correctly written words formed the baseline information. The children were then instructed by their classroom teachers
in six especially designed short texts and assessed in eight measurable bujian or radical tasks subserving three constructs: morpheme completion, bujian analysis and synthesis and bujian compounding.
Multivariate analyses of variance showed that the children in the INA condition outperformed those in the other conditions
in three of the measurable bujian tasks. A confirmatory factor analysis verified the stability of the eight tasks and their
clustering into three constructs. From these results, we tentatively propose a “bujian sensitivity hypothesis” as a means
of helping young Chinese children at risk for spelling disorders. 相似文献
67.
This paper examines contestations over the value of Literature in the secondary school curriculum in the former British colony of Singapore and the way the Literature curriculum has been framed to understand the various issues surrounding the role of Literature education. Using Raymond Williams’ framework of dominant, residual and emergent ideologies, I show how the dominant perception of Literature study in Singapore as a decontextualised humanistic and aesthetic subject is influenced by its residual British colonial legacy. Significant official changes, fundamentally conservative, have been driven by the governing ideology of instrumental pragmatism and are tied to twin aims of economic well-being and national belonging. The conservative view of Literature education prevents the adoption of emergent views of Literature education as hybrid, multimodal and critical. A pragmatic re-evaluation of the aims of Literature education in the twenty-first century is required to regain renewed significance for the subject. 相似文献
68.
69.
Francis Kok Wah Loh 《Inter-Asia Cultural Studies》2017,18(3):414-432
The cause of conflict in multiethnic and multi-religious societies is not diversity in and of itself. Rather, it is one’s attitude towards diversity. Do we share political power and economic development with the regions and minority communities? Do we recognize the cultural identities of the minorities? This requires that the nation-state building process be imagined in more inclusive civic territorial lines rather than exclusive ethnic-genealogical lines. With the above as a backdrop, the article explores nation-state building and the related pursuit of economic growth in Malaysia and some parts of Southeast Asia. The article ends with a call for decentralizing power and resources, and for more research on local level governance and democracy. 相似文献
70.
Y.H. Raymond Lam Shek Kam TseJoseph W.I. Lam Elizabeth K.Y. Loh 《Teaching and Teacher Education》2010
A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed. 相似文献