全文获取类型
收费全文 | 156篇 |
免费 | 4篇 |
专业分类
教育 | 113篇 |
科学研究 | 12篇 |
各国文化 | 4篇 |
体育 | 7篇 |
文化理论 | 3篇 |
信息传播 | 21篇 |
出版年
2023年 | 2篇 |
2021年 | 1篇 |
2019年 | 8篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 36篇 |
2012年 | 5篇 |
2011年 | 1篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1966年 | 1篇 |
1951年 | 2篇 |
1922年 | 1篇 |
1921年 | 1篇 |
排序方式: 共有160条查询结果,搜索用时 15 毫秒
151.
Minerva - In December 1927, Alan Gregg,Associate Director of the RockefellerFoundation's Division of Medical Education, setoff from Paris on an exploratory mission toRussia. After a... 相似文献
152.
153.
154.
155.
Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. 相似文献
156.
157.
Marius Mader Thilo Ernst Johanna Mierendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(3):149-164
As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions. 相似文献
158.
Yizhen Huang Eric Richter Thilo Kleickmann Dirk Richter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):467-488
Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest–posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.
Practitioner notes
What is already known about this topic- Video is a popular teacher training medium given its ability to display classroom situations.
- Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years.
- Situational interest and self-efficacy in classroom management is vital for student teachers' professional development.
- VR outperforms video in promoting student teachers' triggered interest in classroom management.
- Student teachers felt more efficacious in classroom management after participating in VR.
- VR also invoked higher extraneous cognitive load than the video.
- VR provides an authentic teacher training environment for classroom management.
- The design of the VR training environment needs to ensure a low extraneous cognitive load.
159.
Interpretation is defined as an activity that “facilitates an intellectual and emotional connection between the interests of the visitor and the meanings of the resource.” The concept of helping visitors connect to meanings is a constant theme in the development of philosophies and practices in interpretation over the last century. Parks and museums have long shared in the effort to put this concept into practice. This article documents this history and the implications for contemporary interpretation. 相似文献
160.
Although promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long-term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in class and the role of perceived teaching quality for classes' interest trajectories. The results provide evidence of declining interest in physics from Grade 5 to 7, with stronger declines from Grade 5 to 6. Whether classes participated in physics teaching or not neither notably reduced nor increased interest in physics. However, several dimensions of perceived teaching quality (in particular, cognitive activation and cognitive support) mitigated the decline in interest. 相似文献