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181.
Students’ conceptions of distinct constructivist assumptions 总被引:1,自引:0,他引:1
Sofie M. M. Loyens Remy M. J. P. Rikers Henk G. Schmidt 《European Journal of Psychology of Education - EJPE》2007,22(2):179-199
The present studies were conducted to investigate students’ conceptions of distinct constructivist assumptions. To that end,
a questionnaire was developed containing statements about four constructivist assumptions: The importance of knowledge construction,
cooperative learning, self-regulation, and the use of authentic problems together with self-perceived inability to learn and
motivation to learn. The studies demonstrate that the questionnaire was able to unearth students’ conceptions of the distinctiveness
of constructivist assumptions. Students were able to identify the six factors underlying the questionnaire, as indicated by
the fit of the hypothesized model. The test for measurement invariance showed that factor loadings were equivalent across
groups and that the questionnaire’s underlying factor structure gave evidence of cross-validation. Testing alternative models
with one and three latent factors resulted in poor model fits, supporting the questionnaire’s latent factor structure. The
questionnaire developed appeared an adequate instrument to investigate students’ conceptions of constructivist assumptions
of learning and students acknowledge the importance of these assumptions as distinct influences on their learning process. 相似文献
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The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE. 相似文献
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188.
The role of teachers in facilitating situational interest in an active-learning classroom 总被引:2,自引:0,他引:2
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom. 相似文献
189.
Floris M. van Blankenstein Diana H. J. M. Dolmans Cees P. M. van der Vleuten Henk G. Schmidt 《Instructional Science》2011,39(2):189-204
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during
small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small
group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling
the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without
contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently
studied. After the discussion, all participants studied a text and answered questions that tested their recall of information
from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining
remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively
affects long-term memory. 相似文献
190.
H. T. Van Der Molen H. G. Schmidt G. Kruisman 《European Journal of Engineering Education》2007,32(5):495-501
The objective of the current study was to investigate the personality characteristics of a group of engineers with a variety of years of experience. It was executed to remedy shortcomings of the literature concerning this issue and to produce suggestions for a postgraduate training programme for engineers. A total of103 engineers were tested with the five-factor personality inventory (FFPI), a ‘big five’ personality test of Dutch origin. The engineers were shown to score lower on the factor agreeableness, and higher on the factors extraversion, conscientiousness, emotional stability, and autonomy than a national comparison group. The older the engineers, the more conscientious and autonomous they were. In addition, engineers with lower degrees were more conscientious than engineers with higher degrees. A practical implication of the findings for the postgraduate training of engineers is that more attention should be paid to the development of interpersonal skills. 相似文献