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71.
Limin Chen Wim Van Dooren Qi Chen Lieven Verschaffel 《International Journal of Science and Mathematics Education》2011,9(4):919-948
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese
elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary
school teachers from Tianjin City in China, wherein the teachers were asked to solve 3 contextually challenging division-with-remainder
(DWR) word problems and pose word problems according to 3 symbolic expressions. Afterwards, they were also given 2 questionnaires
wherein they had to evaluate 3 different pupil reactions to, respectively, 1 problem solving item and 1 problem posing item
about DWR. First, our results revealed that teachers behaved quite ‘realistically’ not only when solving and posing DWR problems
themselves but also when evaluating elementary school pupils’ DWR problem solving and problem posing performance. Second,
we found a correspondence between teachers’ own performance on the tests and their evaluations of pupils’ reactions. Third,
the present study provides some further insight into the role of one of the instructional factors that is generally considered
responsible for the strong and worldwide tendency among elementary school children to neglect real-world knowledge and realistic
considerations in their endeavours to solve and pose mathematical word problems, namely the teachers’ conceptions and beliefs
about this topic. 相似文献
72.
Mirjam Ebersbach Wim Van Dooren Lieven Verschaffel 《International Journal of Science and Mathematics Education》2011,9(1):25-46
The present study aimed at investigating children's and adolescents' understanding of constant and accelerated motions. The
main objectives were (1) to investigate whether different task formats would affect the performance and (2) to track developmental
changes in this domain. Five to 16 year olds (N = 157) predicted the distances of a moving vehicle on the basis of its movement durations on both a horizontal and an inclined
plane. The task formats involved: (1) nonverbal action tasks, (2) number-based missing-value word problems, and (3) verbal
judgments. The majority of participants of all age groups based their reactions in the first two task types on the assumption
of a linear relationship between time and distance—which is correct for motions with constant speed but incorrect for accelerated
motions. However, in the verbal judgments that tapped conceptual understanding, children from the age of 8 years onwards correctly
assumed that an object rolling down an inclined plane would accelerate. The role of the task format in evoking erroneous beliefs
and strategies is discussed. 相似文献
73.
Wim Van Dooren Dirk De Bock Dave Weyers Lieven Verschaffel 《Educational Studies in Mathematics》2004,56(2-3):179-207
In the international community of mathematics and science educators the intuitive rules theory developed by the Israeli researchers Tirosh and Stavy receives much attention. According to this theory, students' responses to a variety of mathematical and scientific tasks can be explained in terms of their application of some common intuitive rules. Two major intuitive rules are manifested in comparison tasks: ‘More A—more B’ and ‘Same A—same B’. In this paper, we address two important questions for which the existing literature on intuitive rules does not provide a convincing research-based answer: (1) are the reasoning processes of students who respond in line with a given intuitive rule actually affected by that rule or by essentially other misconceptions (leading to the same answer), and (2) are individual students consistent in their choice of one of the intuitive rules when confronted with different, conceptually unrelated tasks? A test consisting of five comparison problems from different mathematical subdomains was administered collectively to 172 Flemish students from Grades 10 to 12. An analysis of students' written calculations and justifications suggested that the students were considerably less affected by the intuitive rules than their multiple-choice answers actually suggested. Instead, essentially different misconceptions and errors were found. With respect to the issue of individual consistency, we found that students who made many errors did not answer systematically in line with one of the two intuitive rules. 相似文献
74.
75.
Teachers in higher education throughout the world are making use of course-management systems (CMS) to support their courses.
None of these teachers grew up with using a CMS; they must themselves learn how to use them effectively at the same time that
they are using them with their students. While institutions commonly provide some sort of introductory workshop for CMS use,
these workshops have limitations in terms of their transfer value into practice. In this paper we discuss an example of embedded
justin-time support within the CMS itself to help teachers learn how to use a CMS efficiently but also so that both they and
their students can take on new roles in the learning process.
A new form of computer-based support for teaching and learning has emerged since the late 1990s. It is a system of integrated
tools that makes use of both database and web functionalities in order to make a web environment available to support a course
or learning event. One name for such a system is a course-management system (CMS). Course-management systems are new tools
for teachers and thus teachers must learn how to use them in a technical sense as well as in a meaningful sense. By meaningful,
we mean not only to increase the efficiency of participating in a course but also to enrich and extend learning processes. 相似文献
76.
This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics. 相似文献
77.
Schools, skills and risk 总被引:1,自引:0,他引:1
Skill development involves important choices for individuals and school designers: should individuals and schools specialise, or should they aim for an optimal combination of skills? We analyse this question by employing mean–standard deviation analysis and show how cost structure, benefit structure and risk attitudes jointly determine the optimal investment strategy. With combined data from DOT and CPS, we establish an upward sloping mean–variance opportunity frontier in skills space. 相似文献
78.
This study focused on the feasibility of agroup-administered paper-and-pencil lexical-decisiontest as a plausible alternative or supplementary tool for the assessment of readingskills. Lexical-decision tests and oral-readingtests were administered to 130 Dutch studentsfrom primary grades 1, 2, 3, 5, and 6. Correlations were moderate to high in low grades, butdeclined in the high grades. The reliability ofthe lexical-decision test assessed by means ofa test--retest procedure was generally good. Asecond presentation of the lexical-decisiontest caused repetition effects (i.e., betterperformance on the second test), but generallyremained within reasonable limits. The presenceof different numbers of pseudowords (25%vs. 75%) in both lexical decision and oralreading, indicated that a large number ofpseudowords made oral reading harder, butlexical decision easier. Educational andclinical implications are discussed. 相似文献
79.
We investigated the effect of emphasising the realistic modelling complexity in text or in the accompanying picture on the solution of P-items, in relation to pupils’ grade. 290 pupils from the 5th and 6th grade of various elementary schools in Flanders (Belgium) made a paper-and-pencil task with 7 word problems that are problematic from a realistic modelling perspective (so-called P-items). Pupils were divided in four conditions, involving the four combinations of the two above-mentioned task variables. Their reactions to the P-items were coded as realistic or non-realistic. We found a relatively small but significant effect of emphasising the realistic modelling complexity in the text of the P-items on the number of realistic reactions, whereas no effect was observed for the accentuation of that complexity in the picture nor for the interaction of the two manipulated task variables. Theoretical and educational implications of these results are discussed. 相似文献
80.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献