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101.
102.
Miriam Hucke Harald Leiss Klaus Machold 《Wiener klinische Wochenschrift Education》2016,11(1-4):11-22
103.
Miriam Leuchter Dr. Christine Pauli Prof. Dr. Kurt Reusser Prof. Dr. Frank Lipowsky 《Zeitschrift für Erziehungswissenschaft》2006,9(4):562-579
Die hier vorgestellte Studie untersucht den Zusammenhang zwischen unterrichtsbezogenen und handlungsleitenden Kognitionen
anhand einer Stichprobe von 20 deutschen und 18 schweizerischen Mathematiklehrpersonen. Die untersuchten unterrichtsbezogenen
überzeugungen fokussieren auf das konstruktivistische und das rezeptive Lehr-Lernverst?ndnis der Lehrpersonen, die spezifischen
Kognitionen auf das konkrete didaktische Handeln in einer Unterrichtseinheit zur Einführung in die Satzgruppe des Pythagoras.
In früheren Untersuchungen zeigte sich, dass sich deutsche Lehrpersonen konstruktivistischer als schweizerische Lehrkr?fte
einsch?tzten, ihren Unterricht aber eher als fragend-entwickelnd beschrieben. Ausgehend von diesem Befund werden in der Untersuchung
deutsche und schweizerische Lehrpersonen hinsichtlich ihrer überzeugungen und handlungsleitenden Kognitionen vergleichend
untersucht. In einem zweiten Schritt wird nach Zusammenh?ngen zwischen beiden Facetten professionellen Lehrerwissens gefragt.
Die Ergebnisse verweisen darauf, dass sich die deutschen Mathematiklehrpersonen in ihren überzeugungen st?rker als jene in
der Schweiz an einem konstruktivistischen Verst?ndnis von Lehr-Lernprozessen orientieren, dieses sich aber sowohl bei deutschen
als auch bei schweizerischen Lehrpersonen kaum in den handlungsleitenden Kognitionen widerspiegelt. Als Erkl?rung für diese
geringe Korrespondenz zwischen unterrichtsbezogenen überzeugungen und handlungsleitenden Kognitionen kommen u.a. belastende
Rahmenbedingungen und eine geringe Selbstwirksamkeit der Lehrpersonen in Frage. Daher werden in einem dritten Schritt Zusammenh?nge
zwischen unterrichtsbezogenen überzeugungen und handlungsleitenden Kognitionen unter Kontrolle belastender Rahmenbedingungen
und der Selbstwirksamkeit der Lehrpersonen untersucht. Dabei zeigen sich, allerdings in erster Linie nur bei schweizerischen
Lehrpersonen, einige erwartungskonforme systematische Zusammenh?nge zwischen konstruktivistischen überzeugungen und handlungsleitenden
Kognitionen. 相似文献
104.
The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD perform worse than normally achieving readers (NAR) when the task requires more than a minimal amount of working memory, unrelated to presentation rate. We also demonstrate high correlations between performance on the task with the most working-memory demands and reading-related skills, suggesting that poor working-memory abilities may be one of the underlying mechanisms of dyslexia. The mediating model analysis indicates that order judgment tasks are mediating to verbal working memory, suggesting that visual sequence memory precedes auditory sequence memory. We further suggest that visual tasks involving sequential comparisons could probe for poor working memory in PRD. 相似文献
105.
The formative evaluation model presented here examines the character of classroom interaction by juxtaposing required and performed student learning behaviours. We use the concept of learning behaviours as a tool for the examination of interactions among the commonplaces of learning (students, teachers, and curriculum materials). We define learning behaviours as actions performed by the students as a result of learning stimuli that are presumed to advance the student towards the acquirement of new knowledge. Learning behaviours may have negative as well as positive outcomes. For example, the identification of variables in an experiment, a required learning behaviour, might very possibly lead to the identification of non-relevant as well as relevant variables. This could lead to the development of misconceptions concerning conclusions drawn from the experiment. Hopefully, such student misconceptions arising from the materials would be identified during the process of formative evaluation. The evaluation model described here is an integral part of a curriculum project aimed at the development of learning materials in physics for technical vocational high schools. In particular, the materials are intended to teach basic principles of physics to students of poor motivation and limited ability. They are oriented towards the needs of technical vocational students and present physics and technology as complementary disciplines (Finegold & Reiner, 1984). 相似文献
106.
Lila Lee Susanne P. Lajoie Eric G. Poitras Miriam Nkangu Tenzin Doleck 《Education and Information Technologies》2017,22(4):1623-1650
Learning to monitor and regulate one’s learning in an academic setting is a task that all students must engage in. Learning in “group” situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners’ discourse and co-regulation. 相似文献
107.
Miriam Nürnberger Josef Nerb Florian Schmitz Johannes Keller Stefan Sütterlin 《Journal of Experimental Education》2016,84(1):152-174
This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context. 相似文献
108.
Evaluation procedures and the emphasis on evaluation in teacher education courses in Israel were studied through questionnaires administered to teacher educators, student teachers and practicing teachers. The results show that the emphasis on evaluation is marginal and that evaluation procedures in teacher education have significant effects on practicing teachers. 相似文献
109.
Verbal abuse has been identified as a common element in the life of children in school. This paper explores how this discursive practice is used in the construction of masculinities and femininities among children aged 14–15 through observations and interviews in classes in two schools in Stockholm. Verbal abuse, often with sexual content, contributed to ‘toughness’, a central component of hegemonic masculinity in the schools. Popular, tough boys generated most of the verbal abuse, but were not necessarily regarded as verbally abusive; rather, responsibility for the bulk of verbal abuse was attributed to ‘rowdy’ boys. Girls’ verbal abuse was not similarly advantageous for their femininity; instead, both through being verbally abusive and being the target of abuse, girls risked being positioned negatively. It appears that verbal abuse in school simultaneously orders masculinities and femininities, and structures heterosexual relations between the genders. 相似文献
110.
Miriam David 《British Journal of Sociology of Education》1986,7(1):35-57
Teaching family matters is a matter of some political controversy. The New Right—both government and ‘pro‐family’ political pressure groups—seeks to reinforce and revive the traditional nuclear family through education, especially for family life. This is a response to what is perceived as the ‘problem of the family‘—the increase in ‘working mothers’ in lone or two‐parent families, and lone‐parent families as a result of divorce, separation, teenage or underage sex. These changes in the family have indeed occurred. The New Right blames previous administrations, in the liberal/social‐democratic consensual mode, for their creation. But no postwar government was committed to transforming the privacy of the family but to equality of educational opportunity between the sexes as a means of improving job opportunities. Such measures left the family untouched. If the ‘problem of the family’ is to be solved, more attention, from educators amongst others, must be given to the ways in which women as parents are denied equal work opportunities because of the need to bring up the children in the privacy of the family, supporting the work of schools. Family life or moral education should aim to leach about equality of adult responsibility for both work and family. 相似文献