全文获取类型
收费全文 | 307篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 252篇 |
科学研究 | 9篇 |
体育 | 17篇 |
文化理论 | 4篇 |
信息传播 | 31篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 9篇 |
2021年 | 11篇 |
2020年 | 12篇 |
2019年 | 19篇 |
2018年 | 23篇 |
2017年 | 30篇 |
2016年 | 21篇 |
2015年 | 6篇 |
2014年 | 17篇 |
2013年 | 49篇 |
2012年 | 17篇 |
2011年 | 4篇 |
2010年 | 10篇 |
2009年 | 8篇 |
2008年 | 6篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 8篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1995年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有313条查询结果,搜索用时 15 毫秒
51.
Susanne Olsson 《British Journal of Religious Education》2010,32(1):41-48
Studies of the image of Muslims or ‘the Other’ in general have been done to a certain extent by Western scholars showing that stereotyped images have been prevalent. In the case of Islamic studies, the long tradition of Orientalist scholarship is a clear example of this, but, as researchers have shown, generalisations and stereotypes are still apparent in school textbooks. This article discusses some general and problematic areas that pertain to textbooks. The focus is on what critical issues we need to take into consideration when discussing or performing textbook production and how we can think about these. 相似文献
52.
Educational Studies in Mathematics - The investigation at scale of the tensions that teachers need to manage when deciding to follow recommendations for practice has been hampered by the problem of... 相似文献
53.
Abstract This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced. 相似文献
54.
55.
Science educators have long been concerned with how formal schooling contributes to learners’ capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of evidence, critique methods, and other factors upon which evidence evaluation rests, evaluating sources and potential biases, and so on. Although the general discourse on education commonly suggests students are bad at such things, we review cognitive development research that demonstrates children display a variety of capabilities, even at early ages, that can be productively built upon by formal science instruction. We use this research to suggest some possibilities for formal schooling to develop children's capacities for evaluating claims within the pursuit of personally meaningful goals. We conclude with observations of useful directions our analysis opens to research. 相似文献
56.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
57.
Susanne Jansen Marie-Christine P. J. Knippels Wouter R. van Joolingen 《International Journal of Science Education》2019,41(8):981-994
Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy. 相似文献
58.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引:2,自引:0,他引:2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
59.
60.