全文获取类型
收费全文 | 143篇 |
免费 | 1篇 |
专业分类
教育 | 108篇 |
科学研究 | 16篇 |
体育 | 6篇 |
信息传播 | 14篇 |
出版年
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 1篇 |
2017年 | 3篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 7篇 |
2013年 | 32篇 |
2012年 | 3篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1969年 | 1篇 |
1959年 | 1篇 |
1929年 | 1篇 |
1927年 | 2篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1898年 | 2篇 |
1862年 | 1篇 |
排序方式: 共有144条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
Kevin Deighton Joanne Hudson Andrew J. Manley Mariana Kaiseler Laurie B. Patterson Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507
An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings. 相似文献
55.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
56.
Huang Xiaoxia Zhang Jie Hudson Laura 《European Journal of Psychology of Education - EJPE》2019,34(3):621-640
European Journal of Psychology of Education - This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting... 相似文献
57.
Zhiqiang Wang Da Wang Zheyi Zou Tao Song Dixing Ni Zhenzhu Li Xuecheng Shao Wanjian Yin Yanchao Wang Wenwei Luo Musheng Wu Maxim Avdeev Bo Xu Siqi Shi Chuying Ouyang Liquan Chen 《国家科学评论(英文版)》2020,7(11):1768
Designing new cathodes with high capacity and moderate potential is the key to breaking the energy density ceiling imposed by current intercalation chemistry on rechargeable batteries. The carbonaceous materials provide high capacities but their low potentials limit their application to anodes. Here, we show that Fermi level tuning by p-type doping can be an effective way of dramatically raising electrode potential. We demonstrate that Li(Na)BCF2/Li(Na)B2C2F2 exhibit such change in Fermi level, enabling them to accommodate Li+(Na+) with capacities of 290–400 (250–320) mAh g−1 at potentials of 3.4–3.7 (2.7–2.9) V, delivering ultrahigh energy densities of 1000–1500 Wh kg−1. This work presents a new strategy in tuning electrode potential through electronic band structure engineering. 相似文献
58.
Cultural Studies of Science Education - Education reforms are rarely successful or free of controversies. However, efforts to STEM-ify public education in the USA by positioning education in STEM... 相似文献
59.
60.
Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being, contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies. 相似文献