全文获取类型
收费全文 | 317篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 271篇 |
科学研究 | 12篇 |
各国文化 | 6篇 |
体育 | 8篇 |
文化理论 | 2篇 |
信息传播 | 25篇 |
出版年
2022年 | 2篇 |
2021年 | 9篇 |
2020年 | 2篇 |
2019年 | 12篇 |
2018年 | 20篇 |
2017年 | 13篇 |
2016年 | 13篇 |
2015年 | 7篇 |
2014年 | 14篇 |
2013年 | 80篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 5篇 |
2009年 | 10篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 7篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 4篇 |
1968年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有324条查询结果,搜索用时 10 毫秒
271.
Based on assumptions derived from the humanistic education theory that (1) the learners' perceived meaningfulness of a learning experience is an important measure of the educational outcomes, and that (2) the learner is a legitimate evaluator of his own learnings, this study attempts to develop a conceptual model for the meaningfulness and value of a course of study as judged by students in higher education. The model suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains.A Course Valuing Inventory based on this model has been developed and tested on 141 students, participating in 19 university courses. Testing the Inventory showed that it is reliable, and that the relationship between the perceived learnings in the course and its value are as established by the conceptual model. It was also found that the tool successfully differentiates between graduate and undergraduate students, as has been hypothesized.The study was supported in part by the Jewish Memorial Foundation. 相似文献
272.
昨天是亚伯拉罕·林肯200岁的生日。全国都用演讲和歌唱会的形式来纪念我们的第16位总统的非凡人生。但在我们附近地区,庆祝活动延伸到纪念另一个历史事物。 相似文献
273.
Miriam Peck 《The Educational forum》2013,77(4):461-469
World War II — A Survey of Recent Literature, Joseph S. Roucek BIOGRAPHY: The Hero in America by Dixon Wetter. Illustrated. Charles Scribner's Sons. 530 pp. $3.50. The Soong Sisters by Emily Hahn. Illustrated. Doubleday Doran. 349 pp. $3.00. EDUCATION: Parental Income and College Opportunities by Helen Bertha Goetsch. Bureau of Publications, Teachers College, Columbia University, New York City. 146 pp. $1.85. And Still the Waters Run by Angie Debo. Princeton University Press. 402 pp. $4.00. Planning the Community School by N. L. Engelhardt and N. L. Engelhardt, Jr. The American Book Company. 176 pp. $2.50. The Nineteen Forty Mental Measurements Yearbook by Oscar Kreisen Buros, editor, The Mental Measurements Yearbook, Highland Park, New Jersey. 674 pp. $6.00. The Junior College Movement by Carl E. Seashore. Henry Holt and Company- 156 pp. $1.75. The Teaching and Administration of High School Music by Peter W. Dykema and Karl W. Gehrkens, C. C. Birchard &; Company, Boston. 614 pp. $4.00. The Universities in Transformation by Adolf Löwe. The Macmillan Company. 62 pp. $40. FICTION: Feast of Reason by Dorothy Walworth. Farrar and Rinehart. 320 pp. $2.50. Northern Winter by Gösta af Geijerstam, E. P. Dutton and Company. 178 Pp. $2-50. Spring Symphony by Eleanor Painter. Harper and Brothers. 362 pp. $2.50. The Longbow Murder by Victor Luhrs, W. W. Norton. 304 pp. $2.00. GENERAL LITERATURE: Garden Clubs and Spades by Laurence McKinney. Pictures by Helen E. Hokinson, E. P. Dutton and Company, Inc. 64 pp. $1.00. The Gang's All Here by Harvey Smith. Princeton University Press. 325 pp. $2.50. Their Finest Hour. Edited by Allan A. Michie and Walter Graebner. Illustrated. Harcourt, Brace and Company. 226 pp. + xiv. $2.50. True Comics, published bi-monthly by the Parents Institute, 52 Vanderbilt Avenue, New York City, 64 pp. 10c a copy. 60c a year. Published by George J. Hecht, edited by David T. Marke, with an editorial board of junior advisors including Shirley Temple and Mickey Rooney, and senior advisors including George H. Gallup, Gertrude Hartman, Arthur T. Jersild (Professor of Education, Teachers College, Columbia University), David C. Knowlton (Professor of Education, Social Studies, New York University), Clara Savage Littledale (Editor of Parents' Magazine), David S. Muzzey (Emeritus Professor of History, Columbia University), and Hendrik Willem van Loon. HISTORY:The Kaw: heart Of A Nation by Floyd Benjamin Streeter. Illustrated. Farrar and Rinehart. 371 pp. $2.50. The Shaker Adventure: an Experiment in Contented Living by Marguerite Fellows Melcher. Princeton University Press. 319 pp. $3.00 Turkey by Emil Lengyel. Illustrated. Random House. 474 pp. $3.75. SCIENCE: The Principles of Electrochemistry by Duncan A. MacInnes, Reinhold Publishing Corp., 478 pp. $6.00. SOCIAL STUDIES: Faith for Living by Lewis Mumford. Harcourt, Brace and Company. 333 pp. $2.00. Kabloona by Gontran de Poncins. Reynal and Hitchcock. Illustrated. In collaboration with Lewis Galantiere. 339 pp. $3.00. We Have A Future by Norman Thomas. Princeton University Press. 236 pp. $2.50. TRAVEL: Hawaii, A Profile, with 87 Pictures; Porto Rico, A Profile with 87 Pictures; The Virgin Isles, A Profile, with 92 Pictures. By Merle Colby, Duell, Sloane and Pearce, New York. $1.00 each. 相似文献
274.
Laurie Williams Eric Wiebe Kai Yang Miriam Ferzli Carol Miller 《Computer Science Education》2013,23(3):197-212
A formal pair programming experiment was run at North Carolina to empirically assess the educational efficacy of the technique in a CS1 course. Results indicate that students who practice pair programming perform better on programming projects and are more likely to succeed by completing the class with a C or better. Student pairs are more self-sufficient which reduces their reliance on the teaching staff. Qualitatively, paired students demonstrate higher order thinking skills than students who work alone. These results are supportive of pair programming as a collaborative learning technique. 相似文献
275.
Thought Experiments (TEs) are reasoning processes that are based on 'results' of an experiment carried out in thought. What is the validity of an experiment- that has not been actually executed- for knowledge about the physical world? What are the features that make it distinctive and how do we integrate it into learning environments to support such thought processes? This study suggests that a thought experiment draws on three epistemological resources: conceptual-logical inferences, visual imagery and bodily-motor experience. We start by stating how students' TEs are related to recent research on learning science and then proceed to describe the nature of TEs. The central part of the paper deals with cognitive theories and empirical examples of visual imagery and bodily imagery. It also deals with how these enable implicit knowledge about the world to be retrieved. Students may have, but are not aware of, such knowledge for it is hidden when learning is only based on formal representations. We show that imagination is structured, goal-oriented, based on prior experiential imagery and internally coherent. Students can, for example, mentally rotate objects at constant velocity. Students can 'zoom in and out' to inspect imaginary situations, transfer objects, predict paths of imaginary moving objects and imagine the impact of forces on mechanical systems. We show that the TEs are powerful because of these capabilities. We further claim that these are not exploited by school learning environments and offer a first step towards understanding imagery in science learning. 相似文献
276.
Miriam Brandstetter Angela Sandmann 《International Journal of Science Education》2013,35(9):1218-1237
ABSTRACTIn classroom, scientific contents are increasingly communicated through visual forms of representations. Students’ learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about students’ visual reading strategies during the process of understanding pictorial information is pending. Therefore, 42 students at the age of 14–15 were asked to think aloud while trying to understand visual representations of the blood circulatory system and the patellar reflex. A category system was developed differentiating 16 categories of cognitive activities. A Principal Component Analysis revealed two underlying patterns of activities that can be interpreted as visual reading strategies: 1. Inferences predominated by using a problem-solving schema; 2. Inferences predominated by recall of prior content knowledge. Each pattern consists of a specific set of cognitive activities that reflect selection, organisation and integration of pictorial information as well as different levels of expertise. The results give detailed insights into cognitive activities of students who were required to understand the pictorial information of complex organ systems. They provide an evidence-based foundation to derive instructional aids that can promote students pictorial-information-based learning on different levels of expertise. 相似文献
277.
Miriam E. David 《International Studies in Sociology of Education》2013,23(2):111-132
This article considers the relationships between children, parents and the state in the context of changing global, social and family structures and policy developments, providing a case study of New Labour policies in Britain. It first considers the changing ideological discourses about families, parents, especially lone mothers, children, 'home' and 'work'. Secondly, it reviews the evidence about the changing socio-economic context and for what has been termed the fragmenting family. Thirdly, it provides an analysis of the New Labour government's approach to education, welfare and family policies, including the national child care strategy and supporting families consultation document. It sets this analysis in the context of changing political discourses and from a feminist perspective, arguing that the policies are not 'joined up' but fragmented and diverse, deriving from a variety of sources and targeted on a number of different groups. Thus it is difficult to argue that there is but one modernisation project or 'third way' being espoused by New Labour. However, the underlying theme of all the policy developments is economic and oriented to work. This involves a rebalancing of home and work and the involvement of parents, especially mothers, in work rather than education or child care. The measures taken to achieve this have been both coercive and controlling and involve new methods of surveillance and regulation through standards. Whilst New Labour has developed a new direction for families in balancing home and work, this is fragmented and diverse and covers a variety of policies from education - early childhood through to lifelong learning - and social services, to fiscal measures, to health and welfare and finally involving the Home Office in new parenting initiatives. The balancing of home and work has become the central business of government in its various and diverse activities. 相似文献
278.
The epistemological paradigm, known as post-modernity, challenges some of the presuppositions of educational systems in general, and of religious education in particular. One of these presuppositions is the exaggerated primacy given to knowledge attained through reason. However, the paradigm shift invites us to make a transition from knowledge to wisdom—to the integration and transformation of knowledge into human experience. This transition helps us incorporate into the learning process those particular ways of learning that are preferred by many women, bringing us to a more holistic conception of religious education. It enables us to establish a new relationship between learners and educators in the model of a learning circle. 相似文献
279.
Curriculum materials and knowledge about curricular purposes and structures are valuable tools that teachers often draw upon to organize instruction and facilitate student learning. Careful analysis of teachers’ curriculum implementation and the decision-making that undergirds their curriculum use is critical for fully understanding enactment. This paper compares how integrity analyses of implementation of curriculum materials and actor-oriented analysis of teachers’ curriculum use can help researchers, teacher educators, and curriculum designers interpret teachers’ decisions about what aspects of new materials to use and how to use such materials. Drawing on evidence from teacher interviews and observations, we compare two teachers’ enactments of a new elementary-level environmental biology unit. Our analyses of integrity point to differences in teachers’ adaptations with respect to their consistency with the purposes and structures of curriculum materials as construed by designers. By contrast, our actor-oriented analysis explain how the teachers’ different approaches to interpreting the goals and structures of the curriculum unit partly account for patterns in their enactment in ways that can inform refinements to materials and the design of professional development supports for teachers. In so doing, we show how implementation integrity and actor-oriented analyses offer complementary perspectives to inform curriculum research and development. 相似文献
280.
Jinghua Liu Sandip Sinharay Paul W. Holland Edward Curley Miriam Feigenbaum 《Journal of Educational Measurement》2011,48(4):361-379
This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional “mini” anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a “midi” anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality. 相似文献