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91.
Ömer Acar 《科学教学研究杂志》2019,56(5):649-675
A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self-concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self-concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed. 相似文献
92.
Muammer Çalik Murat Okur Neil Taylor 《Journal of Science Education and Technology》2011,20(6):729-742
The purpose of this study was to compare different conceptual change methods within a topic on ‘sound propagation’. The study
was conducted with 80 grade 5 students (aged 11–12 year old) drawn from four cohort classes in an elementary school on the
north coast of Black Sea Region in Turkey. While one class was assigned as a control group, the others formed experimental
groups (one with a conceptual change text, one with analogies presented as computer animations and one with a combination
of conceptual change text, analogies and computer animations). A questionnaire with 10 two-tier questions was administered
as a pretest a week before the teaching intervention, and the same test was re-administered immediately after the intervention
as a post-test. The questionnaire was also employed as a delayed post-test 3 weeks after the teaching intervention. The experimental
groups performed significantly better in the post-test that the control group (p < 0.05). Within the experimental groups, the group exposed to a combination of the conceptual change text, analogies and
computer animations performed best on the post-test and the delayed post-test (p < 0.05). Overall the study indicated that the intervention that employed the entire suite of conceptual change pedagogies
produced the best learning outcomes. 相似文献
93.
Anja Böckers Christoph Baader Ulrich Kai Fassnacht Wolfgang Öchsner Tobias Maria Böckers 《Anatomical sciences education》2012,5(6):321-329
The practice of dissection teaches students not only the foundations of anatomical knowledge but also encourages the development of professional competencies. Yet, the dissection of cadavers in the gross anatomy course can be a stress factor for medical students. There are a minor proportion of students who demonstrate strong emotional reactions in anticipation of being confronted with a cadaver. Therefore, in 2008, the authors implemented a voluntary course entitled, “Anatomical demonstrations of organ systems” (AD‐OS) in advance of the dissection course to ease this psychological burden. The question of whether attendees of AD‐OS showed less mental distress at the start of the dissection course compared with those that had not or only infrequently visited AD‐OS was addressed. AD‐OS attendees assessed their expected mental distress using a five‐point Likert scale before starting the dissection course and a second time at the end of their first day, after they had been confronted with a cadaver. AD‐OS was evaluated as excellent and the majority of students participated actively during teaching sessions. Overall, female students showed higher levels of mental distress. AD‐OS attendees assessed themselves as being less burdened by mental distress than members of the control group. Longitudinal analysis revealed that students who visited AD‐OS showed a marked decrease of their mental distress level, comparing prospective and retrospective ratings. This was significantly (P < 0.001; Z = ?6.061) different from nonattendees or those who visited AD‐OS only infrequently. AD‐OS satisfied its intended teaching goals and proved that a step‐by‐step introduction of dissection through anatomical demonstrations helped to reduce the mental distress of students. Future studies are planned to measure mental distress with objective instruments. Anat Sci Educ © 2012 American Association of Anatomists. 相似文献
94.
Education and Information Technologies - In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers’... 相似文献
95.
Microteaching is a practice – based teaching method that can be applied at various stages in teacher training programs and it gives the opportunity to engage in self-evaluation and to eliminate or correct inadequacies of both pre-service and in-service teachers. It is believed that this study is important in determining the inadequacies of prospective teachers through microteaching applications, and in determining the steps to be taken to eliminate the inadequacies. Therefore, this study aims to exhibit prospective teachers’ individual, methodological and social performances through two microteaching applications. It is found from this research that prospective teachers’ discipline over the classroom developed, and students’ motivation and their interest in the lesson increased with reinforcement and effective communication in the second microteaching application. This showed that feedback given at the end of the first microteaching application was effective. 相似文献
96.
Halit Hami Öz 《Higher Education in Europe》2005,30(3-4):335-344
There has been considerable interest in national quality assurance process in Turkey following the pilot accreditation project of the Engineering College of the Middle East Technical University (METU) by the Accreditation Board for Engineering and Technology (ABET), in 2000. ABET accreditation of the Engineering Colleges of Bosphorus and Bilkent Universities followed that of METU. These universities use their accreditation by ABET to attract the best students in the country. Newly founded private universities, in particular, are trying to use the accreditation of their programmes by international accreditation agencies for marketing purposes. The Higher Educational Council [Yuksek Ögretim Kurumu (YÖK)], which governs all the universities in Turkey, is currently promoting accreditation studies to improve the quality of higher education in the universities. This is a report on accreditation processes in higher education in Turkey. 相似文献
97.
SIRKKA PÖYRY 《European Journal of Engineering Education》1989,14(4):339-349
This paper presents the results of two different investigations about the attitudes and opinions of the Finnish schoolchildren towards technology and engineering. One investigation was made with a written questionnaire answered by 2000 gymnasium students in age group 16–19 years; the other is a content analysis of the 707 writings in a national technology competition 1988. The writers were in the age group 13–19 years. These investigations were made to get information for recruiting students into engineering. Special emphasis was paid to find the difference between boys and girls. 相似文献
98.
Associate Professor Mübeccel Gönen Assistants Selay Uzman Assistants Nur Akcin Psychologist Nermin Özdemir 《International Journal of Early Years Education》1993,1(3):81-87
This study was carried out to investigate the effect of age and sex on the creativity of 5 to 6‐year‐old kindergarten children. The total points scored by the 6‐year‐old boys and girls included in this study were found to be higher than those scored by the 5‐y ear‐olds. No significant difference was found between the points scored by the girls and boys. However, the girls did better in flexibility, originality and elaboration and the boys in fluency criterion of creativity.
Children should be helped at home and school to develop their creative power. To achieve this, art, story‐telling, music and drama activities should be an integral part of the school curriculums. During such activities children should be allowed to take their time, and any despotic attitude on the part of the teacher should be avoided. In addition, children should be given a chance with unstructured play materials. Activities should be followed by a discussion with children, who should be taught that things can be done in more ways than one. 相似文献
99.
This study examined the social‐cognitive reasoning of 52 Chinese Malaysian preadolescents (9–12 years old; M = 11.02, SD = 0.94) and 68 adolescents (13–18 years old; M = 14.76, SD = 1.39) in resolving filial dilemmas within the personal and moral domain. Preadolescents deferred to parental authority, whereas adolescents endorsed filial obligation reasoning to justify compliance in the personal domain. Both appealed to filial obligation, pragmatic, or welfare and safety reasoning to justify compliance but fairness or rights reasoning to justify their noncompliance, for the moral issue. Distinctions between authoritarian and reciprocal filial piety reasoning were revealed. Findings demonstrated complex decision‐making and cognitive reasoning processes among Chinese Malaysian adolescents as they negotiate their filial obligations and autonomy development. 相似文献
100.