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131.
Marilyn Fleer 《Environmental Education Research》2002,8(2):137-154
Children aged 5-12 years were asked to think about what their environment would look like when they were grandparents. Children from two regions of Australia (the Australian Capital Territory and rural New South Wales) drew and discussed their visions for the future. This paper examines the data and discusses the implications for science education, technology education and environmental education. Futures education is discussed within the context of the differing ways that the issues identified can be addressed within schools. 相似文献
132.
Tower of Hanoi has become a popular tool in cognitive and neuropsychology to assess a set of behaviors collectively referred to as executive functions. Substantial variability in performance on the Tower of Hanoi (TOH) disk-transfer task among normally functioning young adults, and potential contributions to these individual differences, were examined. In this expanded 60-problem version of the four-disk TOH, the degree to which problem administration (blocked vs. random) and strategy knowledge influenced overall performance and changes in accuracy across problems was examined. Eighty-seven college students were randomly assigned to a Blocked Group (problems given in ascending order of move-length) and a Random Group (problems given in a random order). After administration of the TOH task, participants described their problem solving and these verbal protocols were analyzed with regard to four elements of a strategic approach to problem solving. Problem administration order demonstrated no effect on task performance or on expressed strategy knowledge; however, strategy knowledge did predict performance on the TOH. An expected decrease in performance across trials was observed in the Blocked Group, and an increase in accuracy in the Random group indicated a learning effect. Strategy knowledge did not interact with these changes in performance across the items. These results suggest that external cues do not influence performance on the TOH to the same extent as individual differences in strategy induction relatively early in the problem solving process. 相似文献
133.
134.
Curiosity as a personality variable influencing learning in a learner controlled lesson with and without advisement 总被引:2,自引:0,他引:2
Marilyn P. Arnone Barbara L. Grabowski Christopher P. Rynd 《Educational technology research and development : ETR & D》1994,42(1):5-20
This study investigated the effect of curiosity on learning art education facts and concepts by first- and second-graders
in computer-based interactive learner control environments with and without advisement. High-curious subjects, who generally
prefer a higher degree of unfamiliarity and uncertainty, were predicted to perform better in either learner control environment
than low-curious children. All children regardless of curiosity level were expected to perform better in the advisement condition
than in the no-advisement condition. As predicted, a significant difference in achievement scores favored the high-curious
children in both conditions. Although there was no main treatment effect, exploratory analyses revealed an unpredicted significant
interaction between grade level and treatment. First-graders performed significantly better with advisement than without advisement
while second-graders performed better without. Examination of treatment usage data indicated that first-graders followed advisement
more than did second-graders. 相似文献
135.
In April 1998, the state of Massachusetts implemented its first-ever high-stakes teacher test, requiring a pass of all those who sought a teaching license. Fifty-nine percent of teacher candidates failed, and their flunk was heard in newspaper and television stories around the world. This article presents brief highlights from a study of the impact of the Massachusetts test on teacher education at five higher education sites in the state. Contrary to expectations based on research about the impact of high stakes tests in K-12 schools, the study indicated that the teacher test had little impact on teacher education curriculum or program structures. Drawing on a market-policy lens, the article suggests that, instead, one of the major impacts of the test was its contribution to the grand narrative about teaching and teacher education as culprits in what is wrong with public schools and public education, which in turn supports a larger political agenda for privatization and a market approach to educational reform. 相似文献
136.
137.
Marilyn Leask 《Technology, Pedagogy and Education》2013,22(1-2):117-134
Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation. 相似文献
138.
In putting together the NASIG strategy session “Cooperative Trends in Digital Archiving,” the three panelists, Daviess Menefee (Elsevier), Eileen Fenton (Portico), and Marilyn Geller (Lesley University), discussed issues they faced in their own organizations. All three panelists shared concerns about the need for archiving in general and for archiving born digital journals specifically, and about core organizational values that led them to pursue digital archiving. They had common concerns about who should be involved in digital archiving projects and how it should be accomplished. There were some interesting parallels in the decision making process within each organization. In this presentation, each of the panelists discussed how and why they came to their decisions, and how they all relied on the CLIR report, E-Journal Archiving Metes and Bounds, 1 to measure their progress and determine the next steps. 相似文献
139.
140.
Marilyn B. Pugh 《Community College Journal of Research & Practice》2013,37(3):339-349
A study of the effects of explicitly teaching a problem‐solving strategy on problem‐solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi‐experiment. The experimental class was explicitly taught the problem‐solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem‐solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed. 相似文献