全文获取类型
收费全文 | 224篇 |
免费 | 11篇 |
专业分类
教育 | 186篇 |
科学研究 | 6篇 |
各国文化 | 3篇 |
体育 | 29篇 |
文化理论 | 1篇 |
信息传播 | 10篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 19篇 |
2017年 | 14篇 |
2016年 | 7篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 45篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 9篇 |
2009年 | 9篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1870年 | 1篇 |
排序方式: 共有235条查询结果,搜索用时 15 毫秒
91.
Jeroen J. G. van Merriënboer Dominique M. A. Sluijsmans 《Educational Psychology Review》2009,21(1):55-66
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed
learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning
tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and
selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are
also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design
provide a solid basis for a research program on self-directed learning. 相似文献
92.
Tertiary Education and Management - This article presents findings from a qualitative study focused on the conditions that support high research productivity in women. Interviewees were all active... 相似文献
93.
Steiner Martina van Loon Mariëtte H. Bayard Natalie S. Roebers Claudia M. 《Metacognition and Learning》2020,15(1):29-30
Metacognition and Learning - The article Development of Children’s monitoring and control when learning from texts: effects of age and test format, written by Martina Steiner, Mariëtte... 相似文献
94.
When trained to associate Stimulus A to Stimulus B, humans can derive the untrained symmetrical B to A relation while nonhuman animals have much more difficulties. Urcuioli (2008, Journal of the Experimental Analysis of Behavior, 90, 257-–282; 2015, Conductal, 3, 4-–25) proposed that the apparent difficulty of animals in symmetry testing reflects their double encoding of the information on the stimuli (identity and relation) and their positional (i.e., spatial and temporal/ordinal) characteristics. This comparative study tested the emergence of symmetry in humans and baboons in a task in which the position of the stimuli was manipulated independently of their relation. Humans and baboons initially learned to associate pairs of visual shapes on a touch screen in a specific order. Three pairs of (A-B, C-D, and E-F) stimuli were used in training. After training, the two species were tested with the B-A, F-C, and E-D pairs. The B-A pairs preserved the association initially learned with A-B but reversed the positional information relative to training. The F-C pair neither preserved the association nor the positional information of the training pairs, and positional information were the only cues preserved in the E-D pair. Humans showed a response time advantage for B-A, suggesting symmetry, but also for E-D, suggesting that they also process positional information. In baboons, the advantage was found only for E-D, suggesting that they only process positional information. These results confirm that the processing of stimulus pairs differ between nonhuman animals to humans. 相似文献
95.
Gina Bojorque Joke Torbeyns Minna Hannula-Sormunen Daniël Van Nijlen Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2017,32(3):449-462
This study explored the development of Ecuadorian Kindergartners’ spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school year, and an early numerical abilities achievement test at the beginning of the school year. Results first demonstrated limited SFON development during the kindergarten year, with inter-individual differences and intra-individual stability of children’s SFON tendency. Second, both children’s SFON tendency and their early numerical abilities at the start of the kindergarten year were predictively related to their SFON tendency at the end of the year. Our results do not only add to our theoretical understanding of SFON in young children, but also inform educational policy and practices in the domain of early mathematics education in Ecuador, as they provide building blocks for optimizing the educational goals and curricula for kindergarten mathematics. 相似文献
96.
Albert W.M. Hoogveld Fred Paas Wim M.G. Jochems Jeroen J.G. Van Merriënboer 《Instructional Science》2002,30(4):291-305
Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed. 相似文献
97.
Jeroen J. G. van Merriënboer Rob Martens 《Educational technology research and development : ETR & D》2002,50(4):5-9
Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning
tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity
of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID)
tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented.
This framework is then used to introduce the contributions to this special issue. 相似文献
98.
99.
The effect of stimulus rotation was assessed in four Guinea baboons (Papio papio), using pictures of familiar human faces presented in a computerized go/no-go task. In Experiment 1, 2 baboons were initially trained to discriminate upright faces, and 2 others were trained to discriminate upside-down faces. For the two groups, postlearning discrimination was impaired when the training faces were rotated 180°. In Experiment 2, upright and upside-down priming faces appeared prior to the display of target faces. For the two groups, response times were faster when the prime and the target faces had the same orientations than when they were depicted under different orientations. Finally, Experiments 3 and 4 identified variations in facial contours as the most salient discriminative cue controlling performance in 2 baboons. Altogether, our results provide no evidence that the baboons processed the pictures as representations of faces. It is suggested that the effect of rotation derived from the encoding of the pictorial faces as meaningless mono-oriented shapes, rather than as natural human faces. 相似文献
100.
The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers’ attitude toward inclusion is particularly important. The present paper seeks to understand why general teachers exhibit less favourable attitude toward inclusion than special education teachers. We argue that general teachers’ low sense of efficacy can act as a mediator. To investigate this hypothesis, general and special education teachers were asked to report their attitude and efficacy. Results confirm that general teachers have less positive attitude toward inclusion than special education teachers. In addition, a mediational analysis confirmed that this discrepancy is partly sustained by general teachers’ lower sense of efficacy. Limits as well as future perspective are discussed. 相似文献