全文获取类型
收费全文 | 376篇 |
免费 | 4篇 |
专业分类
教育 | 271篇 |
科学研究 | 14篇 |
各国文化 | 10篇 |
体育 | 48篇 |
综合类 | 2篇 |
文化理论 | 3篇 |
信息传播 | 32篇 |
出版年
2022年 | 6篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 17篇 |
2015年 | 4篇 |
2014年 | 10篇 |
2013年 | 96篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 14篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 10篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 9篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1969年 | 2篇 |
1968年 | 4篇 |
1907年 | 1篇 |
1885年 | 1篇 |
排序方式: 共有380条查询结果,搜索用时 406 毫秒
71.
Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK groups increased about sixfold compared to the Traditional and the SE group. For visual representations, more partially incorrect demonstrations were observed than correct demonstrations in the Traditional and the SE group. More mature and developmentally appropriate tasks were observed in the Traditional-CK and the SE-CK group compared to the Traditional and the SE group. Students in the Traditional-CK and SE-CK groups demonstrated a significant reduction of their amount of strokes on 50?m compared to the Traditional group. A significant interaction effect revealed a larger increase in swimming performance in the CK groups compared to the Traditional and the SE group. Finally, students in the SE group swam significantly more laps than their counterparts in the other groups.Discussion and conclusion: These results show the impact on student learning when CK was added to both Traditional and Sport Education conditions and contribute to the literature for pre- and in-service teachers. The Sport Education model did not contribute to students’ swimming performance. Students in the Traditional and the SE group did not get the same quality of instruction as students in the Traditional-CK and SE-CK conditions. The latter groups received content that was presented differently both as a presentation and in terms of the actual task. In short, students in the Traditional and Sport Education conditions experienced the content differently than those in the Traditional-CK and SE-CK conditions. These instructional differences resulted in students in the Traditional-CK and SE-CK conditions improving their swimming performances in terms of technical efficiency and in terms of 50?m times. 相似文献
72.
Institutions that successfully educate students to lead “the good life” attend to their campus's culture, curriculum, cocurriculum, and community.The authors of this article explore nuances of these four C's. 相似文献
73.
74.
ABSTRACT This paper discusses issues attendant on the practice of identifying pupils with special educational needs in advanced educational systems. Current practices in Australia and Scotland are described and attention is drawn to the problems generated by the abandonment of a category‐based approach to children with special educational needs, the variability of practice between authorities and the absence of reliable data on incidence of special educational needs. Placement outcome data derived from a Scottish study are presented and discussed. The paper concludes with discussion of Australian and Scottish practice set against United States’ experience in the light of Public Law 94‐142 and identifies areas for future research. 相似文献
75.
Abstract In order to gain insight into preservice teachers' beliefs about planning for mathematics instruction, a study was carried out involving K‐8 teacher candidates enrolled in an elementary mathematics methods course. Doyle's (1992) notion of academic task and the research on pedagogical content knowledge served as the theoretical framework for this study. The teacher candidates submitted lesson plans at three intervals during a semester‐long methods course; the lesson plans were then coded based on candidates' planned uses of academic tasks. Analyses of the data revealed trends in these teacher candidates' design of academic tasks over the course of the semester. Recommendations and implications are pre‐sented highlighting the benefits of incorporating the knowledge base on academic task into a mathematics methods course as a means to con‐tribute to teacher candidates' developing pedagogical content knowledge via their designing of academic tasks in lesson planning. 相似文献
76.
Lorrae Ward Lexie Grudnoff Barry Brooker Mary Simpson 《Asia Pacific Journal of Education》2013,33(1):68-80
Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed. 相似文献
77.
78.
79.
80.