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51.
52.
Uwe Engel Elisabeth Nordlohne Klaus Hurrelmann Birgit Holler 《European Journal of Psychology of Education - EJPE》1987,2(4):365-374
In modern, competitive societies the social organisation of «youth» implies both the chance and risk of (intergenerational) vertical social mobility. It is suggested that it is precisely this basic feature that to a considerable extent gives rise to substance use. In particular the paper aims at analysing the impact of the risk of educational downward mobility as well as some related characteristics. Using LISREL VI, it is shown that this type of educational career pattern, actual or anticipated, substantially contributes to the consumption of legal drugs. Weight is given to an extended analysis of the mode of action involved in the relationship between substance use and the career pattern as well as associated characteristics, respectively. As far as home is concerned, social conflict and associated feelings on the side of the adolescents turn out to be a major ‘mechanism’ through which the observable impact of educational downward mobility can be traced back. Integration into both the cultural system of «legalized» drug use and subcultural contexts as provided by social cliques is a further condition that strongly influences substance use among adolescents. 相似文献
53.
Zusammenfassung Der Beitrag thematisiert das nicht unproblematische Spannungsverh?ltnis von Grundbildung, Allgemeinbildung und Fachunterricht.
Anspruchsvolle Fachinhalte, die über die in der internationalen PISA-Studie untersuchten Basiskompetenzen hinausgehen, lassen
sich nicht mit einem normativen Verweis auf allgemeine Kompetenzen (wie Lernf?higkeit, Sozial-oder Probleml?sekompetenz) für alle Heranwachsenden rechtfertigen. Die Allgemeinheit der Bildung ist vielmehr im Faktum der Kontingenz und Differenz jeglicher Fachinhalte zu suchen. Bildung wird dabei als die F?higkeit zum Umgang mit Ungewissheit definiert. Anhand einer Fallstudie mit einer Hamburger Lehrerin wird gezeigt, dass diese Bestimmung für Lehrende pragmatisch
auf die Realisation „guten“ Fachunterrichts hinauslaufen kann. Unter Bildungsaspekten zeigt sich das Handeln der Lehrerin
dabei implizit an einer Als-ob-Didaktik orientiert, deren Grundzüge im Beitrag verallgemeinernd herausgearbeitet werden. Eine geeignete Rahmenkonzeption dafür steht
mit der Bildungsgangdidaktik zur Verfügung, die die tats?chlichen Lern-und Bildungsprozesse der Schülerinnen und Schüler in das Zentrum ihrer Theoriebildung
stellt.
Summary Basic education, general education and subject-focused lessons This contribution focuses on the not unproblematic tensions between basic education, general education and subject-focused lessons. Demanding subject matter, which offers more than those basic competencies studied in the international PISA study, cannot be justified for all learners with a normative reference to the attainment of general competencies (i.e. learning, social and problem-solving skills). Generality is indeed to be found in the contingency and difference of subject matter. Bildung is defined as the ability to deal with uncertainty. On the basis of a case study of a teacher from Hamburg, it will be demonstrated that this concept can — in pragmatic terms — simply mean the realization of „good“ subject-focused teaching. According to the theory of Bildung, it can be shown that the teache’s work is implicitly based on a didactic with as-if-character, which will be further generalized in this paper. An appropriate framework for such concepts is offered by the Bildungsgangdidaktik, which places the realized learning and educational processes at the center of its theory.相似文献
54.
Nga Thanh Nguyen Donna Tangen 《International Journal of Research & Method in Education》2017,40(5):445-455
This paper examines incorporating video-stimulated recall (VSR) as a data collection technique in cross-cultural research. With VSR, participants are invited to watch video-recordings of particular events that they are involved in; they then recall their thoughts in relation to their observations of their behaviour in relation to the event. The research draws on a larger Ph.D. project completed at an Australian university that explored Vietnamese lecturers’ beliefs about learner autonomy. In cross-cultural research, using the VSR technique provided significant challenges including time constraints of participants, misunderstandings of the VSR protocol and the possibility of participants’ losing face when reflecting on their teaching episodes. Adaptations to the VSR technique were required to meet the cultural challenges specific to this population, indicating a need for flexibility and awareness of the cultural context for research. 相似文献
55.
Uwe Kombartzky Rolf Ploetzner Sabine Schlag Berthold Metz 《Learning and Instruction》2010,20(5):424-433
Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored. 相似文献
56.
In this article we will present findings from a national survey questioning the actual impact of the new governance structures
at German universities on academic teaching. To begin with, we give a theoretical underpinning to the economization of higher
education institutions (HEIs) according to Principal-Agent Theory. This allows for the development of hypotheses about the
influence of new selective incentives (merit pay, performance-related budgeting, Management by Objectives, teaching awards)
on the professors’ academic teaching behavior. Instructed by critical considerations on Principal-Agent Theory we extended
the axiomatics of this economic theory by incorporating concepts like work task motivation and academic socialization for
a supposedly more comprehensive explanation. Data from a nationwide German survey allows us then to test our theory-driven
assumptions. Our target population was the entire collectivity of all professors at German universities from which we could
draft a sample 8,000 individuals. An estimation of four different OLS-regression models shows that the hypotheses derived
from Principal-Agent Theory must be rejected whereas the hypotheses based on motivational aspects and socialization processes
can be confirmed. Based on our analysis we can conclude that for the status quo of implementation there are no direct influences
of new selective incentives on the actual teaching performance whereas we have strong indications for altered mechanisms of
enculturation in the field of universities. New Public Management (NPM) seems to produce a new breed of professors whose preferences
and practice are conditioned by the imperatives evoked by this new managerialism. 相似文献
57.
58.
使用辅助变元来引入定义,在知识表达中是一个流行和有力的技巧,能够得到更短、更自然的编码而无需冗长的重复.这篇论文中,我们形式地定义了辅助变元的概念,检验了其表达力并讨论了有趣的相关应用.我们把以下两者联系起来:一是,反复使用中间结果而不通过定义重复;二是,布尔函数其他表达中的相似概念.特别的,我们表明带定义的命题逻辑与具有任意输出端的布尔线路以及约束变元满足Horn性质的存在量化布尔公式(记作(E)HORNb)具有相同的表达力.本文还考虑了定义结构的限制,以及命题定义的扩充.特别的,我们检验了正命题定义与带存在量化的正定义之间的关系(或等价地,检验了(E)HORNb公式和约束变元未被Horn限定的存在量化的CNF公式(记作(E)CNF*)之间的关系).对命题定义的进一步扩充,是允许在定义中使用任意的量词,或等价地,允许布尔公式的嵌入.我们还证明了,量化CNF公式中的约束变元的表达力,是由子句中被约束部分的极小不可满足子公式或极小假子公式的结构所决定的. 相似文献
59.
Reidun Tangen 《欧洲特需教育杂志》2013,28(1):57-70
There is a great need in many countries for extended and new teacher competence to meet the challenges of inclusive education. This paper presents a national programme for developing new teacher competence in secondary schools in Norway. The programme was developed and implemented during the 1990s, its aim being to start a continuing process in schools directed at promoting inclusive education and improving the quality of education for pupils with special educational needs. Further, the paper presents some findings from a national survey of 2240 teachers and school administrators in 104 schools one year after the implementation of the programme. The survey partially replicated a survey carried out before the programme started. The purpose was to give an overall picture of the situation with respect to teacher competence in special needs and inclusive education, and the impact of the competence building programme on teacher practice, and to identify possible system changes in schools. 相似文献
60.