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121.
Peggy Nightingale 《International Journal for Academic Development》2013,18(2):43-50
Abstract The University of New South Wales has offered an integrated programme of postgraduate study in higher education leading to three qualifications, since 1991. The programme's primary goal is to prepare university academics to be professional university teachers ‐ teaching being most academics’ second profession. This paper describes the programme, its teaching methods and objectives, and some of the challenges and rewards of offering such a degree programme. Among the challenges for both participants and teachers is to continue to learn from experience; to apply a combination of theory based on knowledge of research, and understanding based on informed reflection on practice; and to improve practice throughout a career, despite bureaucratic and resource constraints. In a programme such as this, all of this happens in an atmosphere that is stimulating, challenging, at times threatening, and above all rewarding. 相似文献
122.
Norm R. Althouse Peggy L. Hedges 《Decision Sciences Journal of Innovative Education》2015,13(4):515-528
This article describes a 60‐minute classroom activity using LEGO® bricks that demonstrates and reinforces the importance of the managerial process. The activity, Plan Before You Play (PBP), is targeted to introductory business classes, and differs from others in that it requires little investment or up‐front planning, is easily scalable, and, with a few minor adjustments, can be altered sufficiently to discourage information drift across multiple class offerings and academic terms. It can also be modified to subject specific discussions. Students can participate in PBP regardless of their level of knowledge or interest in the subject. Participating in PBP provides students with a concrete example of how good communication and a decision framework can result in more efficient use of resources. The activity also encourages creativity and can be used to generate healthy competition between student groups. 相似文献
123.
Teaching evolution: Narratives with a view from three southern biology teachers in the USA 总被引:1,自引:1,他引:0
This case study explored sociocultural forces that influenced three 10th grade public high school biology teachers' instructional goals, instructional acts, and identity narratives related to the teaching of evolution. Primary data included field observations of classroom instruction and teacher interviews. Secondary data included informal conversations with students, interviews with department chairs, and interviews with a Southern minister. Data were coded and analyzed resulting in categories and themes which provided insights into the sociocultural influences that gave shape to the teaching of evolution for three teachers in this southeastern state. Findings included: (a) changes in teaching identities as the teachers sought legitimacy for teaching evolution through dependency on the textbook as the authoritative knowledge, (b) socioculturally embedded lived experiences and the perceived teaching identity of each teacher that created idiosyncratic positionings related to decisions about teaching evolution, and (c) the complicatory influence of the state standards, the graduation exit examination, and teacher autonomy on teachers' decisions related to the teaching of evolution. This study revealed practical relationships between what actual practices occur when teachers include or exclude evolution within the curriculum and the liabilities and benefits of teacher autonomy related to controversial topics such as evolutionary theory. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 762–790, 2009 相似文献
124.
Gérard Chasseigne Caroline Giraudeau Peggy Lafon Etienne Mullet 《European Journal of Psychology of Education - EJPE》2011,26(1):1-19
The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance
among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency
of a learning device named “functional learning” derived from cognitive psychology on the knowledge of these relations. A
total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from
potential difference and magnitude of current information, without any recourse to formal computations. It was possible to
characterize, in a simple way, each student’s initial conceptualizations about the relationships between potential difference,
magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely
different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more
effective among students that had already been exposed to Ohm’s law at school. Learning had durable effects, at least in the
medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning
of the relationships and the ability to solve classical physics problems related to these relationships. 相似文献
125.
Khaled A. Alshare Ronald D. Freeze Peggy L. Lane H. Joseph Wen 《Decision Sciences Journal of Innovative Education》2011,9(3):437-461
Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined. 相似文献
126.
A focused scientific research effort on writing research and its relationship to language development and reading is needed
to address the writing and broader literacy needs of today’s and tomorrow’s learners and workers. In the United States, as
well as in many other nations, research on writing has been neglected in relation to the emphasis on reading and oral language
more generally. The authors argue first for why there is a need for this refocused effort, what should be focused on, and how as a field we should consider moving forward and addressing this imperative. In addressing the why, the authors argue that need is not limited to a particular age or developmental range but rather is broad-based, beginning
with our youngest learners and continuing through those transitioning into post-secondary and the workplace. The clear message
is that the picture is surprisingly similar across age ranges with a demonstrated need beginning with those coming from less
advantaged backgrounds into formal education to the majority of students transitioning from twelfth grade into the workplace
or post secondary settings. The authors suggest next steps for research addressing both what and how: what areas of science are areas of high need and how the field may consider moving forward to address these needs. Interdisciplinary research on writing is needed that addresses
and integrates cognitive, biological, and social-cultural traditions, contributions, and methods. 相似文献
127.
Katrien Mondt Esli Struys Maurits Van den Noort Danielle Balériaux Thierry Metens Philippe Paquier Piet Van de Craen Peggy Bosch Vincent Denolin 《Mind, Brain, and Education》2011,5(2):79-88
Many children in bilingual regions follow lessons in a language at school (school‐language) that they hardly ever speak at home or in other informal settings. What are the neural effects of this phenomenon? This functional magnetic resonance imaging (fMRI) study investigates the effects of using school‐language on brain activity during a high cognitive task in two groups of French/Dutch bilingual children. Participants were asked to assess the correctness of 3‐operand (e.g., 5 ? 2 = 3) and 4‐operand (e.g., 3 ? 2 = 1 + 4) equations, respectively. Instructions about the task were given either in the children's school‐language or in another language that they only used at home. It was found that although both groups recruited a visuomotor occipitofrontal network in the left hemisphere, the children who performed the task in their school‐language showed less activation than the children who did not, indicating the importance of language of instruction for bilingual children's arithmetic processing. 相似文献
128.
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130.
Measures of trait anxiety, state anxiety, and achievement were obtained on a sample of undergraduate students, half of whom received additionaal humorous items in the achievement test. In a regression analysis, the trait anxiety × test version interaction was a significant predictor of achievement. Subsequent analyses revealed a disordinal interaction in which highly anxious students had lower achievement on the humorous test than on the nonhumorous test, and students with low anxiety had higher achievement on the humorous test than did students with high anxiety. The results do not support the popular assumption that humor is a positive factor in reducing high anxiety associated with academic evaluations. 相似文献