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111.
教学气氛用来描述在特定的教学空间中发生的课堂情绪.教学气氛的主要特点是双重性,它既是教学的手段又是教学的目的;既是影响教学的主体,也是被影响的客体;它具有半即兴性的性质.教学气氛美是教学美的一种表现形式,具有感性和理性和谐的特性,能调动学生的学习动力,富有新意并且需要教师和学生共同创造和维持.教学气氛美是发展学生核心素养的重要途径,它让学习更有意义,增加迁移的可能性,提高学生对学习的兴趣,完善学习状态,从而培养学生的终身学习能力,提高学生的创造力. 相似文献
112.
Trinh Nguyen Hanna Schleihauf Melanie Kungl Ezgi Kayhan Stefanie Hoehl Pascal Vrtička 《Child development》2021,92(4):e565-e580
Interpersonal neural synchrony (INS) has been previously evidenced in mother–child interactions, yet findings concerning father–child interaction are wanting. The current experiment examined whether fathers and their 5- to 6-year-old children (N = 66) synchronize their brain activity during a naturalistic interaction, and addressed paternal and child factors related to INS. Compared to individual problem solving and rest, father–child dyads showed increased INS in bilateral dorsolateral prefrontal cortex and left temporo-parietal junction during cooperative problem solving. Furthermore, the father’s attitude toward his role as a parent was positively related to INS during the cooperation condition. These results highlight the implication of the father’s attitude to parenting in INS processes for the first time. 相似文献
113.
Keller Melanie M. Hoy Anita Woolfolk Goetz Thomas Frenzel Anne C. 《Educational Psychology Review》2016,28(4):743-769
Educational Psychology Review - The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since... 相似文献
114.
Killen M Lee-Kim J McGlothlin H Stangor C 《Monographs of the Society for Research in Child Development》2002,67(4):i-vii, 1-119
Children's and adolescents' social reasoning about exclusion was assessed in three different social contexts. Participants (N = 294) at three ages, 10 years (4th grade), 13.7 years (7th grade), and 16.2 years (10th grade), fairly evenly divided by gender, from four ethnic groups, European-American (n = 109), African-American (n = 96), and a combined sample of Asian-American and Latin-American participants (n = 89) were interviewed regarding their social reasoning about exclusion based on group membership, gender, and race. The contexts for exclusion were friendship, peer, and school. Significant patterns of reasoning about exclusion were found for the context, the target (gender or race) of exclusion, and the degree to which social influence, authority expectations, and cultural norms explained children's judgments. There were also significant differences depending on the gender, age, and ethnicity of the participants. The findings support our theoretical proposal that exclusion is a multifaceted phenomenon and that different forms of reasoning are brought to bear on the issue. This model was drawn from social-cognitive domain theory, social psychological theories of stereotype knowledge and intergroup relationships, and developmental studies on peer relationships. The results contribute to an understanding of the factors involved in the developmental emergence of judgments about exclusion based on group membership as well as to the phenomena of prejudice, discrimination, and the fair treatment of others. 相似文献
115.
Summary Adults have tried to identify and to seek complex explanations for Potter's success. She explained it simply: “It is much
more satisfactory to address a real live child. I often think that was the secret of the success of Peter Rabbit; it was written
to a child—not made to order” (Lane, 1976, p. 183). She felt the more spontaneous the pleasure, the better the result.
You are encouraged to heed Potter's advice. Address the real live child as you enjoy the pleasure of this adventure into the
life and times of Beatrix Potter and all her animal friends. 相似文献
116.
Melanie Killen Amanda R. Burkholder Alexander P. D'Esterre Riley N. Sims Jacquelyn Glidden Kathryn M. Yee Katherine V. Luken Raz Laura Elenbaas Michael T. Rizzo Bonnie Woodward Arvid Samuelson Tracy M. Sweet Laura M. Stapleton 《Child development》2022,93(3):732-750
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science. 相似文献
117.
Melanie A. Robinson Jean-François Soublière Marine Agogué Denis A. Grégoire Tuvana Rua Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. 相似文献
118.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
119.
120.
Vivienne Bozalek Veronica Mitchell Arona Dison Melanie Alperstein 《Teaching in Higher Education》2016,21(7):825-838
With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1–10. London: Routledge; Boud, D., and E. Molloy. 2013b. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment &; Evaluation in Higher Education 38 (6): 698–712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics – attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices. 相似文献