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51.
This simple Minitab simulation exercise illustrates the concept of efficiency of estimators. Students compare the sampling distributions of the sample mean, median and mid-range from a normal distribution and from a uniform distribution. The striking differences observed give rise to much discussion. 相似文献
52.
Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities 总被引:1,自引:0,他引:1
A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning. 相似文献
53.
Does higher education promote independent learning? 总被引:1,自引:0,他引:1
There is general consensus in the literature that the goal of education is to increase the students' capacity to learn, to provide them with analytic skills and to increase their ability to deal with new information and draw independent conclusions. The purpose of this paper is to discuss the extent to which higher education does promote these abilities which can be summarised as independent learning. Quantitative data from the Study Process Questionnaire (SPQ) and qualitative data (semi-structured student interviews) from a tertiary institution in Hong Kong are compared with similar findings from institutions in other parts of the world. The relationship between demographic variables and the SPQ sub-scales appears to follow a pattern consistent with results from elsewhere. As students become older they are less likely to adopt a surface approach and more likely to adopt a deep one. However, there is a decrease in the use of a deep approach from first to third year of a course, suggesting that education at this tertiary institution does not promote independent learning. Possible explanations are derived from the literature and the student interviews. Implications for the structure of tertiary education in Hong Kong are discussed. 相似文献
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Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is
a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related
classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic
achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic
in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed
that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours
turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed. 相似文献
56.
Qiuxian Chen Margaret Kettle Lyn May 《Assessment & Evaluation in Higher Education》2013,38(7):831-846
Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised. 相似文献
57.
Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female‐dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status. 相似文献
58.
Guanglun Michael Mu Xinrong Zheng Ning Jia Xiaohua Li Shaoyi Wang Yanchuan Chen Ying He Lyn May Merilyn Carter Karen Dooley Adon Berwick Angela Sobyra Carmel Diezmann 《The Australian Educational Researcher》2013,40(3):373-389
The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China. 相似文献
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