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151.
152.
Sylvia P. van Borkulo Wouter R. van Joolingen Elwin R. Savelsbergh Ton de Jong 《Journal of Science Education and Technology》2012,21(2):267-275
Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits,
however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with
expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment
addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between
simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks,
the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No
differences were found with regard to the application of knowledge or the creation of models. These results confirmed that
modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction
cannot be compared on a single “effectiveness measure”. 相似文献
153.
Doune Macdonald Sylvia Rodger Jenny Ziviani David Jenkins Jenny Batch Judy Jones 《Sport, Education and Society》2013,18(3):307-325
While questions of children's engagement in physical activity are being widely debated, little is known about how physical activity is valued and managed within families. This paper reports on qualitative data from a multi-method study on lower primary aged children. The focus of the broader study was to determine the relationships between young children's physical activity patterns, skills, and recreational interests, and their families' location, income, commitment to physical activity, and other responsibilities. Drawing on interviews with 12 purposively selected families, it was found that physical activity was highly valued across different family contexts, that children's engagement was shaped by their interests, friendships, and safety, and that issues such as income, family configuration, parental work commitments, and transport were potential barriers to further engagement. 相似文献
154.
Sylvia D. Hall‐Ellis 《Public Library Quarterly》2013,32(1):1-18
Study findings suggest that access to Spanish language adult fiction through bilingual records in the OPAC is mutually beneficial for RA librarians and patrons. Subject access depends on local cataloging policies regarding enhancements for bibliographic records and catalogers' Spanish language proficiencies. Without incentives to enhance bibliographic records, local bilingual cataloging will continue but may not be shared. Reader advisory can be improved with the multicultural RA tools, multilingual RA websites, incentives to libraries for enhancements to non‐English records, and linking individual bibliographic records in OPACS to reviews and comments for titles in languages other than English. 相似文献
155.
156.
The Principal Learning components of 14–19 Diplomas (introduced in England in 2008) are assessed predominantly via “controlled assessments”. These assessments are conducted within the learning context under specified conditions (or “controls”) and require learners to apply their skills to work-related tasks. In this research, teachers and learners at 6 consortia (groups of schools/colleges working together to deliver Diplomas) were interviewed about how controlled assessments in the Diploma qualifications were affecting teaching and learning experiences. The nature of the assessments was seen as encouraging learning and facilitating a less didactic learning environment. The assessments were generally considered less pressurised than traditional assessments, and most learners found the assessment tasks enjoyable and motivating. The assessments were reportedly encouraging the development of valuable skills (e.g., teamwork, communication, independent working) and improving students' confidence. However, there was some evidence that not all teachers had yet fully understood the requirements around the assessment “controls”. 相似文献
157.
Sylvia Dunn 《Technology, Pedagogy and Education》2013,22(1):39-50
ABSTRACT Information technology (IT) has assumed an increasingly important role in the English primary school curriculum. The CATE criteria (DES, 1989b) require that student teachers develop competencies in teaching with IT if courses are to be accredited. Consequently, colleges have modified their policies and practices. To explore the effects of these changes, the experiences of a group of students were monitored over their four year course at Edge Hill College, and related to the experiences of students from a pre‐CATE cohort The CATE group made more use of IT in each of their teaching practices, with every respondent reporting some use of IT. Word processing was the most common IT based activity; uses of LOGO and simulations were disappointingly low. Students’ accounts of the benefits to pupils from using IT focused largely on improving skills in specific subject areas and computer skills, increasing motivation, and facilitating group and social skills. Little emphasis was placed on the development of thinking skills. Very few tutors offered help with IT on teaching practice; tutor skills, and in‐school mentoring both appear to be barriers to development These data are related to on‐going developments in the College. CATE has had, and continues to have, a direct effect upon College practices and these effects are visible in the classroom experiences of student teachers. Yet more progress is needed in developing student teachers’ abilities to use IT in class; we conclude that IT development should be seen as the focus for long term development, like other professional skills. 相似文献
158.
Carmen Montecinos Sylvia Rittershaussen María Cristina Solís Inés Contreras Claudia Contreras 《Asia-Pacific Journal of Teacher Education》2010,38(4):285-300
The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n?=?20) and student teachers (n?=?62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity. 相似文献
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160.
Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献