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61.
There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning. 相似文献
62.
Progress monitoring is a set of techniques used to assess students' academic performance on a regular and frequent basis. Different forms of progress monitoring have been used effectively in the field of general special education for more than 20 years. However, to date, limited information about how progress monitoring is being used in the field of deaf education is available. The present study was undertaken to examine how progress monitoring is being used with students who are deaf or hard of hearing and to find out teachers' perceptions about the utilization and value of using progress monitoring. Overall, participants were very positive. They reported that the use of progress monitoring improved students' motivation and helped them better evaluate the effectiveness of their instruction. Participants' primary concern was with the amount of time progress monitoring takes away from teaching. Additional results and recommendations are provided. 相似文献
63.
Sandy M. Spitzer Christine M. Phelps James E. R. Beyers Delayne Y. Johnson Elizabeth M. Sieminski 《Journal of Mathematics Teacher Education》2011,14(1):67-87
This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence
of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education
which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice.
Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results
revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning
and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely
to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding.
Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve
their teaching. 相似文献
64.
65.
Marilyn Hinson William C. Smith Sandy Funk 《Research quarterly for exercise and sport》2013,84(3):529-530
Abstract The problem of the study was to investigate the relationship between maximum strength and muscular endurance; also the relationship between maximum strength and percentage of maximum strength held before and after an extended period of isometric training. The subjects (N = 60) were divided into two equal groups, control and experimental. The experimental group was further divided into two subgroups of high and low strength. The control group was tested for maximum strength and endurance once at the beginning of the experiment and once after 20 days. The subjects in the experimental group were tested for maximum strength and endurance before they embarked on a 20-day period of isometric training. They held tension for 100 sec. in the morning and again in the afternoon. Periodic tests were on the 5th, 10th, 15th, and 20th day. There was a significant relationship between maximum strength and endurance and a negative and generally significant relationship between maximum strength and percentage of maximum strength held. 相似文献
66.
Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and shortcomings as well as potential revisions. They also reflect on their use of a model for systematically studying lessons, sharing details about their learning during this process. This article attempts to provide a visible, tangible product for other teacher educators interested in helping prospective teachers examine evidence of student learning. 相似文献
67.
Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators’ views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This provided international perspectives on both local and global trends. The data were analysed to identify and elaborate key themes reported by the participants. The article draws on these themes to develop brief narratives around current developments that the teacher educators argue will have a major impact on the future of teacher education. These narratives are used to develop possible scenarios to inform thinking about teacher education futures. 相似文献
68.
69.
Sandy Alden Venda Louise Pollock 《The International Journal of Art & Design Education》2011,30(1):81-89
It is generally accepted that art and design related disciplines attract a higher proportion of students with dyslexia than traditional academic counterparts. Combined with this is a prevalent perception that dyslexia predominantly affects students’ writing and linguistic ability and it is this, as well as an increased visual‐spatial sensibility, that attracts students to art and design disciplines. This article examines these ideas through the experience of fine art students on a degree course with a mandatory written element. Drawing on focus groups and interviews with students, it argues that the studio component, in terms of its learning environment and teaching methods, presents an equally challenging context for students with dyslexia and that the written element or lecture‐based studies can provide students with a valuable counterpoint to their studio practice. 相似文献
70.