全文获取类型
收费全文 | 345篇 |
免费 | 6篇 |
专业分类
教育 | 243篇 |
科学研究 | 21篇 |
各国文化 | 3篇 |
体育 | 32篇 |
文化理论 | 10篇 |
信息传播 | 42篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 10篇 |
2018年 | 14篇 |
2017年 | 5篇 |
2016年 | 9篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 28篇 |
2012年 | 10篇 |
2011年 | 9篇 |
2010年 | 13篇 |
2009年 | 17篇 |
2008年 | 9篇 |
2007年 | 15篇 |
2006年 | 17篇 |
2005年 | 9篇 |
2004年 | 17篇 |
2003年 | 11篇 |
2002年 | 6篇 |
2001年 | 18篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1964年 | 1篇 |
1962年 | 1篇 |
1927年 | 1篇 |
排序方式: 共有351条查询结果,搜索用时 0 毫秒
131.
Learning can be seen as a task-oriented process which often requires the reorganization of existing knowledge, usually referred to as conceptual change. This paper describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations — propositional symbolic structures and analog mental models. According to this view, conceptual change is based on a task-oriented interaction between these different kinds of mental representations. The assumption is made that it is possible to foster conceptual change by presenting to students well-defined tasks that stimulate the construction of elaborated mental models as well as an intensive interaction between these models and the corresponding propositional representations. In order to test this assumption an empirical study was conducted, in which subjects had to express their prior knowledge about a complex subject matter from the field of geography (time differences on the earth), which contained various conceptual deficits. The subjects were then randomly assigned to different groups who received the same learning material but had to solve different learning tasks requiring differently structured mental models. Afterwards, the subjects were asked to express their knowledge about the subject matter again and were tested for understanding with a comprehension test. The results support the view that a task-oriented interaction between propositional structures and mental models can help learners to evaluate the consistency of their conceptual knowledge. Accordingly, conceptual deficits result in the formation of mental models with an inadequate structure. Such deficits can be detected if the respective model is used in a sufficiently variable way, whereas they can remain unnoticed if it is used in a limited manner. 相似文献
132.
Wolfgang Schnotz 《Educational Psychology Review》2002,14(1):101-120
Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided. 相似文献
133.
134.
135.
Study abroad programmes are characterized, in contrast to individual mobility of students across borders, by a particular set of established arrangements for foreign study between institutions of higher education, namely an ongoing, regular exchange of students; an organisational and educational infrastructure which supports the study experience; and provisions that successful study for some period abroad is at least partially recognized as a substitute for study at the home institution. The paper compares different models of, or approaches to, study abroad programmes and examines the effects of the different types of programmes. The paper draws on an extensive cross-national analysis of study abroad programmes, the Study Abroad Evaluation Project, addressing various support schemes by the European Community and national governments as well as programmes and students from British, French, German, Swedish and U.S. institutions of higher education. Findings show that there are certain logics of study abroad promotion programmes and of national modal types of programmes which shape the goals, attitudes of participants, experiences abroad, and the outcomes of the programmes to a large extent. However, significant exceptions can be pointed out: students themselves might opt for contrasting educational experiences abroad not strongly emphasized in their programme; students might report substantial problems abroad though strong administrative and academic support is provided, recognition of study abroad upon return might remain limited even though students consider their academic progress abroad as higher than that during a corresponding period at their home institution.This study was supported by the Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. It was presented at the International Seminar on Higher Education and the Flow of Foreign Students, convened by the Hochschul-Informations-System, with support from the Federal Ministry of Education and Science and the Lower Saxony Ministry of Science and Arts in Hannover, Germany on 26th–28th April 1990. 相似文献
136.
This longitudinal study combined, in a single study, different aspects of children's knowledge about mental phenomena and thus could investigate relations among the development of language, theory of mind, and later metamemory. In total, 183 German children were tested at ages 3, 4, and 5. Each time of testing included a set of theory-of-mind tasks, a battery of language development, and additionally, at Time 3, a set of metamemory questions. The findings demonstrate strong relationships between children's language abilities and their theory of mind (both first- and second-order false beliefs). Moreover, both theory-of-mind and language competencies significantly predicted later metamemory, with their relative contribution changing over time. Language may influence metamemory developmentally both directly and indirectly (through theory of mind). 相似文献
137.
This article investigates whether different formats of visualizing information result in different mental models constructed
in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented
tasks, and how these visualization effects can be modified by further external representations during task performance. A
total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously
on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet
(carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle
(circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization
groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved
the tasks without an external representation. The findings indicate that the form of visualization affects the structure of
mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks
based only on their mental representations acquired during their previous learning. However, these effects decrease, when
further external representations are made available to the learners. The findings are discussed within a broader framework
of learning with multiple external representations. 相似文献
138.
Wolfgang Schneider Andreas Helmke 《European Journal of Psychology of Education - EJPE》1986,1(3):81-91
A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider & Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gain) proved useful in that a better model fit was always obtained for classrooms with high achievement agains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgroups, the need for multilevel approaches was emphasized. 相似文献
139.
Wolfgang Brezinka 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):441-443
Ohne ZusammenfassungZum 80. Geburtstag Friedrich Schneiders 相似文献