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131.
132.
David González-Cutre Ana C. Sierra Vicente J. Beltrán-Carrillo Manuel Peláez-Pérez Eduardo Cervelló 《The Journal of educational research》2018,111(3):320-330
The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months. 相似文献
133.
Manuel Bächtold 《Research in Science Education》2018,48(2):345-367
The question of how to teach energy has been renewed by recent studies focusing on the learning and teaching progressions for this concept. In this context, one question has been, for the most part, overlooked: how should energy be defined throughout schooling? This paper addresses this question in three steps. We first identify and discuss two main approaches in physics concerning the definition of energy, one claiming there is no satisfactory definition and taking conservation as a fundamental property, and the other based on Rankine’s definition of energy as the capacity of a system to produce changes. We then present a study concerning how energy is actually defined throughout schooling in the case of France by analyzing national programs, physics textbooks, and the answers of teachers to a questionnaire. This study brings to light a consistency problem in the way energy is defined across school years: in primary school, an adapted version of Rankine’s definition is introduced and conservation is ignored; in high school, conservation is introduced and Rankine’s definition is ignored. Finally, we address this consistency problem by discussing possible teaching progressions. We argue in favor of the use of Rankine’s definition throughout schooling: at primary school, it is a possible substitute to students’ erroneous conceptions; at secondary school, it might help students become aware of the unifying role of energy and thereby overcome the compartmentalization problem. 相似文献
134.
135.
Science & Education - This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according... 相似文献
136.
José Manuel Tomás Melchor Gutiérrez Sylvia Georgieva Miosotis Hernández 《Psychology in the schools》2020,57(2):191-203
Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self-efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle-school students. Scales of Dispositional Hope, Academic Self-Efficacy, Academic Self-concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self-efficacy as antecedents, engagement dimensions as mediators and grades and academic self-concept as final outcomes. There were significant effects of hope and self-efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success. 相似文献
137.
The approach of learning science through inquiry presents significant challenges for teachers and students. In light of this, an extensive experience has been developed in which students without any previous training or specific interests have been organized into small groups to carry out scientific inquiry projects guided by their teachers. Evaluation of the experience is clearly positive, and is based on questionnaires completed at the end of the experience by the students as well as retrospective reports provided by their teachers. Despite this, some problems are presented, such as the difficulty or repetitiveness of some scientific practices mentioned by some students, or when the inquiry or the group does not work out in some cases, as mentioned by teachers. Scientific inquiry projects like the one described here could play a key role in science education in compulsory secondary education. 相似文献
138.
Claudia Fernández-Limón Juan Manuel Fernández-Cárdenas Alma Adrianna Gómez Galindo 《师资教育杂志》2018,44(1):71-89
AbstractTeacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems. 相似文献
139.
ResumenA lo largo del presente trabajo se analizan las diferencias existentes entre los diversos procesos puestos en juego por los sujetos a la hora de cuantificar lo real, destacando de entre ellos el subproceso de cuantificación extensiva métrica y uno de los esquemas básicos que lleva aparejados: el esquema de conteo. A continuación se pasa a analizar las diferentes estrategias utilizadas por nuetros escolares de 1°, 2°, 3° y 4° de E.G.B. cuando aplican este esquema para la resolución de algoritmos de adición y de sustracción, destacando la vinculación entre el desarrollo de las estrategias de conteo y la eficiencia en la solución de estos algoritmos. 相似文献
140.
Manuel Salas-Velasco 《Higher Education》2006,51(3):411-438
This article examines the determinants of the salaries that Spanish university graduates earn on the labor market. Different
earnings equations are estimated that allow us to measure the economic returns to investment in human capital at the university
level, demonstrating that: on the one hand, considering schooling to be an exogenous variable gives a downward bias to the
estimations of the private rates of return to an university education; on the other hand, not taking into account the aspects
of the demand-side of the labor market in the traditional Mincerian earnings function, even though schooling is considered
as an endogenous variable, the rates of return estimated for an university education would be given an upward bias. The problem
concerning the endogeneity of schooling has been corrected in this article by using the instrumental variables technique. 相似文献