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The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010 相似文献
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Based on principles of constructivism, an analysis is made of how practice in mathematical education might be reformed towards a professional practice. In addition to the widespread recommendations that mathematical teaching be based on interactive communication and that mathematical learning be active, we argue that conventional school mathematics be replaced by a constructivist school mathematics. A constructivist school mathematics is based on children's use of their schemes of action and operation in learning situations, and whatever accommodation the children make in these schemes as they use them. Through examples of our learning of the numerical schemes of five year old children we illustrate what we mean by a constructivist school mathematics. In our examples, we characterize the schemes of action and operation that we attribute to children as our interpretations of the children's activities. For this reason, we define a constructivist school mathematics to be the results of the observer's experiential abstractions in the context of interacting with children mathematically. A professional teacher is cast as one with the intellectual autonomy and power to produce a constructivist school mathematics, including the involved situations of learning and interactive mathematical communication. 相似文献
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The influence of teachers' beliefs in curriculum implementation has been explored in a number of contexts. With the aim of describing curricular beliefs about practical activities in laboratory and 1CT (information and communication technology) resources, and the relationship between thinking and practice, the author has carried out the case study of a physics teacher, both in his classroom activities and those in laboratory. The sources of information include field notes, questionnaire, interviews, planning and class observation. The results indicate that, what teachers believe is not the same as what they do, appearing more constructive in thinking and more traditional in practice. For example, they believe that ICT must be used to teach science, however, in practice, the most utilized resource is the textbook. The author considers that, taking into account this kind of incoherence is essential in order to reflect about teachers' knowledge of sciences, practices and the relationship between these. 相似文献
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Following treatment in a therapeutic day treatment program, a group of 35 maltreated children were compared to a matched group of 35 maltreated children who had not been enrolled in a therapeutic day treatment program. The results of matched pairs t-test analyses indicated that the treatment subjects had significantly higher developmental scores in five areas of development--fine motor, cognitive, gross motor, social/emotional, and language. Further, pretest and posttest comparisons of the percentile scores of the treatment group indicated that the posttest scores were significantly higher than the pretest scores. This study demonstrates that remediation of developmental delays in maltreated children under the age of 6 years can be accomplished through an intensive day treatment program. 相似文献
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Saul Schwartz 《Quest (Human Kinetics)》2013,65(1):52-55
As part of their quest to secure academic credibility, physical educators in Australia, Canada, Britain, and the United States have increasingly privileged empirical–analytical forms of research. We argue that this strategy has resulted in a montage of professional values and practices that we term technocratic physical education (TPE). We contend that TPE is based on ideologies of professionalism, scientism, and instrumental rationality, which articulate one-dimensional definitions of excellence in teaching, the body, and sport and also marginalize issues related to political and moral ends. By drawing on the traditions of critical pedagogy and reflective teaching, we suggest some ways in which the limits of TPE can be transcended in pre- and inservice teacher education curricula. 相似文献
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Elisabeth Taylor Peter Charles Taylor Saul Karnovsky Anne Aly Nell Taylor 《Asia Pacific Journal of Education》2017,37(2):193-204
The Bali bombings of 2002 and 2005 confronted Australia and its neighbours directly for the first time with the dangers of violent extremism. Since then, the Bali Peace Park Association (BPPA), consisting of former victims, their families and other interested parties, has been lobbying for the creation of the “Bali Peace Park” to be built on one of the bombing sites. Peace parks have been conceived as community-driven projects against violent extremism, and the planned Bali Peace Park embodies this principle. In 2012, the BPPA initiated “Beyond Bali”, an ambitious and highly relevant curriculum development project, and secured funding from the Australian Attorney General’s Department. Drawing on the expertise of a counter-terrorism expert, two university education experts and the first-hand experiences of victims and their families, the Beyond Bali curriculum package was created. Beyond Bali covers a range of topics and activities, including social science studies and ethical dilemma learning, is suitable for Years 8 and 9 students studying the Australian Curriculum, and is available for free from the BPPA: http://www.balipeacepark.com.au/beyond-bali-education-package.html. In this paper we position Beyond Bali as a transformative education resource within the fields of peace and global education and argue that it embodies UNESCO’s “learning to be” principle. 相似文献