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191.
Five Trends of School Arts Education Reform in Taiwan 总被引:1,自引:0,他引:1
Ren‐Lai Hwang 《The International Journal of Art & Design Education》2006,25(2):175-181
In the torrents of globalization and social transition in Taiwan, it is particularly important to reinforce a sense of cultural subjectivity and localization, and promote new trends of arts education that emphasize the development of self and spirit. The fundamental principles of these new trends are: (1) that the purpose of arts education is to cultivate students' humanistic literacy, (2) the content of arts education is developed from an interdisciplinary approach, (3) arts curriculum is predominantly constructed on and implemented within the value framework of the nuclear culture, (4) arts education has to place emphasis on an integral process of comprehensive exploration, critical reflection and creative construction, and (5) the instruction methods of arts education need to be artistic and humanistic. This article describes the contents and implications of the new trends of arts education reform in Taiwan. 相似文献
192.
193.
How students come to know phenomena in terms of abstract concepts and theories through hands-on activities remains one of
the open problems in science education. In this study, we develop a theory of learning science through design activities by
employing a dialectical view of human activity that explicitly combines the mental and material in the same, irreducible unit
of analysis. Dialectical contradictions embodied by this unit, here conceptualized as resistance experienced from a first-person
perspective, constitute the inner forces that drive designing. Drawing on a large database of artifact designing constituted
during a four-month unit on simple machines, we examine how resistance, in its dialectical relation to contradiction contributes
to the unfolding design process and to the learning of scientific concepts and manual process skills during design. First,
an inner contradiction emerges in the designers' lifeworlds as an unintended outcome or a breakdown and thereby changes the
perceived world of a designer collective. Second, the dialectic of contradiction and resistance realized in this manner constitutes
a moment unfolding culture of science in its concrete form embodied in individual designers and therefore contributes to the
production and reproduction of culture. We conclude with a reflection on the implications our study makes to a non-dualist
view of knowing and learning.
SungWon Hwang is a research fellow of Science Education Research Center at Hanyang University in Korea. She received her Ph.D. from Seoul
National University in 2002 and conducted her postdoctoral research at the University of Victoria. Her research projects are
focused on the dialectical, embodied nature of human practice, learning, and identity in science activities, recently in the
situation of crossing the boundaries of culture and language. She is a co-author of the book, Participation, Learning, and Identity: Dialectical perspectives (Lehmanns, 2005) with Wolff-Michael Roth, Yew Jin Lee, and Maria Ines M. Goulart.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. His research focuses on knowing and learning
science and mathematics across the lifespan and from kindergarten to professional practice. His recent publications include
Toward an Anthropology of Graphing: Semiotic and Activity Theoretical Perspectives (Kluwer, 2003), Talking Science: Language and Learning in Science Laboratories (Rowman & Littlefield, 2005), Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), Learning Science: A Singular Plural Perspective (SensePublishers, 2006), and, with A. C. Barton, Rethinking Scientific Literacy (Routledge, 2004). 相似文献
194.
Cause and causality in daycare research: An investigation of group differences in Swedish child care
Holger Wessels Michael E. Lamb Carl-Philip Hwang 《European Journal of Psychology of Education - EJPE》1996,11(2):231-245
One of the most important goals of child care research has been to determine whether or not nonparental care has adverse effects on child development. Answering this question involves making causal attributions about the origins of differences between groups of children who have experienced divergent nonparental care arrangements. Some of the problems researchers face when trying to demonstrate causal relationships are illustrated in this paper using data from the Göteborg Child Care Study, a comprehensive, prospective, longitudinal study comparing the developmental trajectories of children in exclusive home care, family daycare, and center daycare. It is argued that the discovery of significant differences between groups must initiate extensive efforts to validate and interpret the findings. Focusing on the specific characteristics of prospective longitudinal studies, the article shows what measures can be taken to avoid the misinterpretation of group differences that are actually attributable to pre-selection effects or confounding variables. By rigorously identifying such confounds, researchers can accumulate support for hypothesized causal relationships, but they cannot ‘prove’ them because unknown and unmeasured confounding variables may always have important effects. 相似文献
195.
Gwo-Jen Hwang Hsin Huang Ruo-Xuan Wang Li-Li Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):374-493
In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill-in concept mapping-based problem-posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi-experiment was conducted on an eighth-grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping-based problem-posing approach improved the students’ learning achievement, critical thinking tendency and problem-posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem-posing performances,” and “Boosting diverse thinking.” 相似文献
196.
197.
Tu Yun-Fang Lai Chiu-Lin Hwang Gwo-Jen Chen Chun-Kuei 《Educational technology research and development : ETR & D》2021,69(5):2547-2569
Educational technology research and development - Due to the rapid changes in global economic environments, enterprises have to continually enhance their business competitiveness. To improve... 相似文献
198.
Fang Jian-Wen Chang Shao-Chen Hwang Gwo-Jen Yang Gang 《Educational technology research and development : ETR & D》2021,69(2):1155-1181
Educational technology research and development - The competences of making good use of digital information and technology as well as making critical judgments and communicating with others have... 相似文献
199.
Hong Jon-Chao Hwang Ming-Yueh Szeto Elson Tai Kai-Hsin Tsai Chi-Ruei 《International Journal of Science and Mathematics Education》2021,19(5):899-913
International Journal of Science and Mathematics Education - The scientist–practitioner gap refers to the phenomenon of individuals with a scientific background exhibiting non-scientific... 相似文献
200.
The construction of multirate rearrangeable network has long been an interesting problem. Of many results published, all were
achieved on 3-stage Clos network. The monotone routing algorithm proposed by Huet al. (2001) was also first applied to 3-stage Clos network. In this work, we adopt this algorithm and apply it to log
d
(N,m,p) networks. We first analyze the properties of log
d
(N,m,p) networks. Then we use monotone algorithm in log
d
(N,0,p) network. Furthermore we extend the result to construct multirate rearrangeable networks based on log
d
(N,m,p) network (1≤m≤n−1).
Project (No. 10371028) supported by the National Natural Science Foundation of China 相似文献