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As practical knowledge seems to have a central place in organisational issues, we focus on possibilities of studying and formalising it. From an unusual theoretical perspective, we view practical knowledge as embodied knowing that is only manifest through action in a particular situation. Although this knowledge is largely implicit, we try to make what is articulable explicit. After highlighting the stakes involved in the codification of practices, we review the ontological and epistemological assumptions underlying the method developed. The method is founded on participant observation, a video recording of a situated subjective perspective and an ex post interview using this perspective to aid an actor in making part of his/her practical knowledge explicit. We present its implementation within research on polar expeditions in order to understand how an experienced actor deals with risks. In conclusion, we point out (1) the importance of this kind of data in knowledge management, (2) some lines of further research. 相似文献
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David M. J. Corradi Jan Elen Beno Schraepen Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734
When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. 相似文献
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Geraldine M. Farmer 《College Teaching》2013,61(2):148-149
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Geraldine Clarebout Holger Horz Wolfgang Schnotz Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587
The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether
this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where
support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and
spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the
non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal
when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional
time spent on support influenced learning outcomes. 相似文献
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Clarissa Menezes Jordão 《Globalisation, Societies & Education》2009,7(1):95-107
This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the glocal scene. We draw on post‐colonial theories and critical education, treating languages as social practices and conceiving of teaching EGL as a privileged context for discursive agency, especially when discourses of global English are critically engaged with through dialogue and conceptual questioning. We present a post‐method suggestion of procedures to promote conceptual questioning through construction of open spaces. 相似文献