全文获取类型
收费全文 | 377篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 313篇 |
科学研究 | 15篇 |
体育 | 8篇 |
文化理论 | 2篇 |
信息传播 | 48篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 18篇 |
2019年 | 32篇 |
2018年 | 23篇 |
2017年 | 34篇 |
2016年 | 18篇 |
2015年 | 14篇 |
2014年 | 20篇 |
2013年 | 61篇 |
2012年 | 14篇 |
2011年 | 18篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 15篇 |
2007年 | 12篇 |
2006年 | 12篇 |
2005年 | 5篇 |
2004年 | 8篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有386条查询结果,搜索用时 0 毫秒
111.
Abdullah Topçu 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):901-919
This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions. 相似文献
112.
Tina Malti Charissa S. L. Cheah Special Section Editors Specificity Commonality: Sociocultural Generalizability in Social-Emotional Development 《Child development》2021,92(6):e1085-e1094
What are the roles of specificity and commonality in social-emotional development? We begin by highlighting the conceptual context for this timely and timeless question and explain how responses to it can inform novel lines of theoretical and empirical inquiry, as well as sociocultural generalizability. Next, we describe how the selection of papers included in this special section contributes to our understanding of specificity and commonality in social-emotional development. We then explain how applying the complementarity principle to social-emotional development can inform a future research agenda in this domain. Lastly, we discuss how specificity and commonality fundamentally impact the way we conceptualize and implement interventions aimed at nurturing social-emotional development in every child. 相似文献
113.
Researchers, policy makers and practitioners continue to be interested in the impact of nurture groups on the inclusion of young children with emotional and behavioural difficulties in mainstream schools. Nurture groups were originally established in schools in the London Borough of Enfield in the 1980s and it is now possible to review evidence of their effectiveness in both the short and long term. In this article, Tina O'lConnor, teacher at Oakthorpe Primary School, London Borough of Enfield, and John Colwell, Senior Lecturer in Psychology at De Montfort University, compare scores on the Developmental Diagnostic Profile for a sample of pupils on entry to a nurture group; on exit; and after at least two years of mainstream reintegration. Their work reveals evidence of improvements in both the short and long term. In discussing their findings, the authors call for more in-depth, longitudinal research into nurture groups and the development and impact of whole school nurturing approaches. 相似文献
114.
The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development. 相似文献
115.
The purpose of this study was to examine the influence of family communication environments on children’s intergroup socialization. Adult children (n = 200) reported on their parents’ conformity and conversation orientations and their own racial attitudes and intergroup orientations. Results evidenced ingroup bias, social dominance, and identification with parent as mediators of the positive relationship between conformity orientation and racial prejudice and the negative relationship between conformity orientation and racial tolerance. Results also revealed that children from consensual and protective families harbor the most racial prejudice and least racial tolerance. Future directions related to intergroup contact interventions, racially diverse families, and qualitative assessments of parent–child interactions are discussed. 相似文献
116.
买买提吐尔逊·阿不都拉 《新疆教育学院学报》2006,22(2):30-32
学习汉语的过程是学习汉民族悠久深厚文化的过程,在教学中传授汉文化知识是汉语教学的不可忽视的一方面。本文简要分析了针对维吾尔族学生的汉语教学中,汉维语文化的差异在词汇、语法、语用等方面的表现及教学中应注意的问题。 相似文献
117.
Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievement-oriented, non-optimal context of a classroom, individual well-being is a necessary pre-condition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured? 相似文献
118.
Ben Baumfalk Devarati Bhattacharya Tina Vo Cory Forbes Laura Zangori Christina Schwarz 《科学教学研究杂志》2019,56(5):570-597
Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere. 相似文献
119.
Research in Science Education - This research evaluates the development of three environmental knowledge dimensions of secondary school students after participation in a singular 1-day outdoor... 相似文献
120.
The literacy practices of many communities today show new ways of meaning making in the contemporary, technological and digital culture. A number of Malaysian adolescents belong to this culture. This pilot study reports the preliminary findings of a larger study aimed at describing the online activities of Malaysian adolescents. Fifty‐four participants from an urban secondary school in Penang took part in this study. One finding showed that the percentages of language use on the Internet were: 80.6 per cent in English, 10.6 per cent in Bahasa Malaysia and 8.8 per cent in Chinese. In addition, the study also revealed some common websites that these adolescents frequented. The findings point to the need to investigate the extent of these online literacy practices beyond school among the adolescent population in Malaysia and to look into the implications for ESL education. 相似文献