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61.
Rodney B. Thiele Grady J. Venville Dr David F. Treagust 《Research in Science Education》1995,25(2):221-230
To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help
students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge
by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is
providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style
(Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison
& Treagust, 1993). 相似文献
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Meshach B. Ogunniyi Olugbenro J. Jegede Masakata Ogawa Cephas D. Yandila Femi K. Oladele 《科学教学研究杂志》1995,32(8):817-831
The focus of this study was to identify the nature of worldview presuppositions held by a group of science teachers from five non-western cultures. The results show that the subjects, irrespective of their cultural backgrounds, hold identical worldview presuppositions. It is not clear at this exploratory stage to what extent the subjects' alternative viewpoints influenced their scientific outlook or their science teaching. However, an analysis of the subjects' viewpoints suggests either poor conceptualizations of the nature of science or a form of collateral thinking, whereby an individual accepts or uses both mechanistic and anthropomorphic explanations depending on the context in question and without exhibiting any sign of cognitive dissonance. The implications of such a scenario for the teaching-learning process are highlighted. 相似文献
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Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”
Aaron C. McDonald Rodney A. Green Anita Zacharias Laura Y. Whitburn Diane L. Hughes Meg Colasante Heath McGowan 《Anatomical sciences education》2021,14(1):43-51
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. 相似文献
66.
A validation test of a message elaboration measure 总被引:1,自引:0,他引:1
Rodney A. Reynolds 《Communication Research Reports》2013,30(3):269-278
This report is on the development and testing of a message elaboration measure. The reliability of the message elaboration scale is high μ = .86 to .94 over several studies. Confirmatory factor analytic procedures support the structure of the scale. Patterns of correlations with existing measures of cognitive processes also support the validity of the message elaboration measure. 相似文献
67.
Rodney E. McNair 《Educational Studies in Mathematics》2000,42(2):197-209
The quality of students' mathematics classroom discussions is an important factor in determining mathematics classroom learning
outcomes. Good mathematics classroom discussions provide an opportunity for ideas to be shared and developed, but not all
mathematics classroom discussions produce these learning opportunities. In this paper I discuss three constructs (subject,
purpose, and frame) and how they can be used to analyze and characterize the quality of students' mathematics classroom discussions
in terms of the mathematics learning potential that those discussions provide.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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