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131.
THE MAKING OF MODERN ADVERTISING by Daniel Pope (New York: Basic Books, 1983---$18.95) THE NEW ALCHEMISTS: SILICON VALLEY AND THE MICROELECTRONICS REVOLUTION by Dirk Hanson (Boston: Little, Brown, 1983---$15.95) THE TIMETABLE OF TECHNOLOGY: A RECORD OF OUR CENTURY'S ACHIEVMENTS (London: Michael Joseph, 1982---$12.95) THE LIFE AND DEATH OF THE PRESS BARONS by Piers Brendon (New York: Atheneum, 1983---$14.95) 相似文献
132.
Dirk Felzmann 《International Journal of Science Education》2013,35(16):2795-2824
To date, there has only been little conceptual change research regarding conceptions about glaciers. This study used the theoretical background of embodied cognition to reconstruct different metaphorical concepts with respect to the structure of a glacier. Applying the Model of Educational Reconstruction, the conceptions of students and scientists regarding glaciers were analysed. Students' conceptions were the result of teaching experiments whereby students received instruction about glaciers and ice ages and were then interviewed about their understandings. Scientists' conceptions were based on analyses of textbooks. Accordingly, four conceptual metaphors regarding the concept of a glacier were reconstructed: a glacier is a body of ice; a glacier is a container; a glacier is a reflexive body and a glacier is a flow. Students and scientists differ with respect to in which context they apply each conceptual metaphor. It was observed, however, that students vacillate among the various conceptual metaphors as they solve tasks. While the subject context of the task activates a specific conceptual metaphor, within the discussion about the solution, the students were able to adapt their conception by changing the conceptual metaphor. Educational strategies for teaching students about glaciers require specific language to activate the appropriate conceptual metaphors and explicit reflection regarding the various conceptual metaphors. 相似文献
133.
Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand‐held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand‐held devices in education and conduct research on its effectiveness in learning. L’apprentissage au vingt et unième siècle: les communautés, l’interaction et l’ordinateur passe‐partout La technologie avancée donne leur caractère unique à l’apprentissage, aux communautés et aux interactions et conduit les gens vers l’ère de l’ordinateur passe partout. Le but de cet article est d’apporter une contribution au débat sur l’apprentissage au 21e siècle. Cet article va passer en revue les publications sur les communautés d’apprentissage, l’apprentissage communautaire, l’interaction, l’apprentissage au 21e siècle et l’informatique passe partout. Il présente aussi les travaux menés par un enseignant qui a utilisé un ordinateur de poche, un de ces outils du 21e siècle, dans une classe de 6e aux Etats‐Unis. Les auteurs pensent que l’apprentissage du 21e siècle met en jeu cinq types d’interaction différents: a) apprenant/contenu, b)apprenant/enseignant, c)apprenant/apprenant, d)apprenant/interface, et e)apprenant/communauté. Ils recommandent aussi que les professionnels étudient les possibilités des ordinateurs de poche pour l’éducation et mènent des recherches sur leur efficacité en matière d’apprentissage. Lernen des einundzwanzigsten Jahrhunderts: Gemeinschaften, Interaktion und der allgegenwärtige Einsatz von Computern Fortschrittliche Technologie macht das Lernen, Gemeinschaften und Interaktionen im 21. Jahrhundert einzigartig und führt die Menschen zu einer Ära allgegenwärtiger Computernutzung. Der Zweck dieses Artikels ist, zur Diskussion über das Lernen im 21. Jahrhundert beizutragen. Das Papier überprüft Literatur über Lernumgebungen, Lernen in Gemeinschaften, Interaktionen, Lernen im 21. Jahrhundert und allgegenwärtige Computerbenutzung. Es zeigt auch den von einem Lehrer durchgeführten Versuch, mit einem “handheld”‐ Gerät, einem der technischen Hilfsmittel des 21.Jahrhunderts, in einer “sixth grade class” in den USA zu arbeiten. Die Autoren behaupten, dass das Lernen in diesem 21. Jahrhundert fünf Arten von Interaktionen umfasst: (a) Lerner – Inhalt, (b) Lerner – Lehrer, (c) Lerner ‐ Lerner, (d) Lerner – Schnittstelle und (e) Lerner ‐ Gemeinschaft. Sie empfehlen auch, dass Fachleute das Potential von “handheld”‐ Geräten im Bildungsbereich untersuchen und eine Einschätzung ihrer Wirksamkeit für das Lernen abgeben. 相似文献
134.
135.
Dietrich Boles Markus Dreger Kai Gro?johann Cornelia Haber Andreas Kusserow Stefan Lohrum Dirk Menke Jochen Meyer Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121
Zusammenfassung. Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und
Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver
gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation
im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen,
verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem
Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben.
Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998 相似文献
136.
During one school year, data were collected for vocational education students while they worked collaboratively on open-ended mathematics problems. In collaboration with participating teachers, instructional activities were designed with a twofold goal of modelling the process of problem solving and improving collaboration. Instructional activities were based on scaffolding instruction and included modelling problem solving, stimulating reflection, and giving feedback on the process of collaboration. These activities were gradually developed and implemented in collaboration with teachers who participated in the study. The main research question in this study was whether student collaboration while working in small groups creates a learning context where students work on open-ended problems and where instructional activities are aimed at stimulating collaborative problem solving in mathematics.To answer the research question, an experiment was undertaken in two classes in different schools. Two groups of students were videotaped while they tried to solve mathematics problems collaboratively. Observational data were analysed with a schema that was developed as part of this research. Analyses of the data showed that, in both groups, collaboration-oriented patterns increased during the school year. It is argued that the approach of gradual implementation of instructional activities that are designed in cooperation with participating teachers is effective in stimulating collaborative problem solving. 相似文献
137.
ABSTRACT For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue about the purposes and remit of research-based practices for optimal design. Though potentially disruptive, initiating dialogues among learning and instructional designers could lead to more thorough and critical analyses of both ID and LD repertoires. Should boundary crossings occur, there is a potential for a third space for the contemplation, research, and practice of design. A goal of this article is to use the notion of Van Gogh’s Yellow House as an anchoring metaphor for the third space – a location for shared discourse, inspiration, collaboration, and challenge for a community of designers of/for learning. Using the impressionist and expressionist terminology to help elucidate the ways of thinking of designers of both traditions, this article examines the history, underlying philosophical approaches, methodologies, and design goals of ID and LD. We conclude that the emergence of a third space for design can help us move beyond the LD and ID dichotomies. We suggest that a socio-materialist perspective alleviates issues of incommensurability by acknowledging ontological multiplicity. 相似文献
138.
Wim Van Dooren Dirk De Bock Fien Depaepe Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2003,53(2):113-138
Previous research has shown that – due to the extensive attention spent to proportional reasoning in mathematics education
– many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are
not applicable. This phenomenon is sometimes referred to as the ‘illusion of linearity’. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. In this article, the empirical
evidence for this phenomenon is expanded to the domain of probabilistic reasoning. First, we elaborate on the notion of chance
and provide some reasons for expecting the over generalization of linear models in the domain of probability too. Afterwards,
a number of well-known and less-known probabilistic misconceptions are described and analysed, showing that they have one
remarkable characteristic in common: they can be interpreted in terms oft he improper application of linear relations. Finally,
we report on an empirical investigation aimed at identifying the ability of 10th and12th grade students to compare the probabilities of two binomial chance situations. It appears that before instruction in probability,
students have a good capability of comparing two events qualitatively, but at the same time they incorrectly quantify this
qualitative insight as if the variables in the problem were linked by a linear relationship. Remarkably, these errors persist
after instruction in probability. The potential of this study for improving the teaching and learning of probability, as well
as suggestions for further research, are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
139.
This article investigates changes in gender differences evident in the performance of grade 8th grade students participating in the Trends in International Mathematics and Science Study (TIMSS) between 1995 and 2003. Gender specific results and patterns found in TIMSS 1995 were compared with later cycles of the study in order to address the question of how far the mathematics and science gender gap has narrowed over time. Using a regression approach to compare the trend data, the findings indicated no major changes for mathematics but it appears that the gap in science may be closing, especially in the previously male dominated content areas of chemistry and physics. 相似文献
140.
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery.
A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses
a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial/low verbal group (LAP: Latent P). LAL- and
LAP-children were considered at risk for developing an L- or P-type of dyslexia, respectively. As is common practice with
children suffering from manifest L- or P- dyslexia, the LAL- and LAP-kindergartners received right and left hemisphere stimulation,
respectively. The outcomes were compared with those of bilateral hemispheric stimulation and no intervention. Reading tests
were administered in primary school Grades 1 and 5/6; teachers’ evaluation of reading took place in Grade 5/6. Overall, the
LAL- and LAP- groups showed significant backwardness in word and text reading, both at early and late primary school. Types
of intervention made a difference though: not significantly backward in early word, late word, and late text reading were
the LAL-children who had received right hemisphere stimulation. Nonintervened LAP-children did not show significant backwardness
in early word reading and late text reading, nor did LAP-children who had received left hemisphere or bilateral stimulation.
Early text reading was not affected by any treatment. Teacher’s evaluations were in support of these findings. 相似文献