全文获取类型
收费全文 | 116篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 76篇 |
科学研究 | 12篇 |
体育 | 22篇 |
文化理论 | 4篇 |
信息传播 | 6篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 3篇 |
2017年 | 8篇 |
2016年 | 5篇 |
2015年 | 3篇 |
2014年 | 7篇 |
2013年 | 22篇 |
2012年 | 1篇 |
2011年 | 2篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 8篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有120条查询结果,搜索用时 15 毫秒
1.
2.
3.
Uwe Gellert 《Educational Studies in Mathematics》2004,55(1-3):163-179
This paper reflects on the use of didactic material in mathematics classes. It focuses on the mathematical activities of students and the didactical activities of teachers. Its point of departure is a critique of technical-managerial approaches to teaching, learning, and innovation. Based on this critique, fundamental tensions between the development of new didactic material and the cognitive style and daily routines of practising teachers are identified. In the last part of the paper, the concept of mathematical literacy is introduced in order to set the crucial relationship between didactic material for mathematics instruction and the ways in which it is used in the classroom on new and fertile grounds. 相似文献
4.
Knowledge production and scientific research have become increasingly more collaborative and international, particularly in pharmaceuticals. We analyze this tendency in general and tie formation in international research networks on the country level in particular. Based on a unique dataset of scientific publications related to pharmaceutical research and applying social network analysis, we find that both the number of countries and their connectivity increase in almost all disease group specific networks. The cores of the networks consist of high income OECD countries and remain rather stable over time. Using network regression techniques to analyze the network dynamics our results indicate that accumulative advantages based on connectedness and multi-connectivity are positively related to changes in the countries’ collaboration intensity whereas various indicators on similarity between countries do not allow for unambiguous conclusions. 相似文献
5.
Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78
There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided. 相似文献
6.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
7.
Uwe Opolka 《中国科学院院刊(英文版)》2004,18(2)
The Shanghai Institute for Advanced Studies is committed to the outlined goals of the older science academies, but is also trying to look beyond them to find its own course. 相似文献
8.
The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de). 相似文献
9.
10.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献