全文获取类型
收费全文 | 622篇 |
免费 | 15篇 |
国内免费 | 6篇 |
专业分类
教育 | 440篇 |
科学研究 | 57篇 |
各国文化 | 11篇 |
体育 | 51篇 |
综合类 | 14篇 |
文化理论 | 2篇 |
信息传播 | 68篇 |
出版年
2024年 | 2篇 |
2023年 | 5篇 |
2022年 | 7篇 |
2021年 | 14篇 |
2020年 | 23篇 |
2019年 | 18篇 |
2018年 | 37篇 |
2017年 | 32篇 |
2016年 | 20篇 |
2015年 | 19篇 |
2014年 | 27篇 |
2013年 | 96篇 |
2012年 | 43篇 |
2011年 | 47篇 |
2010年 | 36篇 |
2009年 | 24篇 |
2008年 | 38篇 |
2007年 | 22篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 13篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1975年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有643条查询结果,搜索用时 15 毫秒
641.
Jenny Yun-Chen Chan Chloe Byrne Janette Jerusal Allison S. Liu Justin Roberts Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966
Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.
Practitioner notes
What is already known about this topic- DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
- Students who solve more problems within math games tend to show higher performance after gameplay.
- Students' engagement with mathematics is often related to their prior math performance.
- For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
- Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
- Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.
- DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
- DragonBox 12+ can engage students with mathematics across achievement levels.
- Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.
642.
传统的职业教育评价存在着评价主体单一、评价内容片面、评价方式简单、评价功能弱化等困境。在信息时代背景下,以人工智能为代表的现代化信息技术优化评价成为职业教育改革与发展的重要着力点。人工智能技术驱动形成多元评价的格局,契合学生的全面发展,打造评价的智慧场域,发挥评价的应然价值。为确保人工智能技术应用于职业教育评价的合理可能,在职业教育高质量发展中发挥积极作用,需转变评价思想,完善评价支撑基础,研制指标评价体系,完善评价机制保障。 相似文献
643.
Learning Environments Research - This qualitative study explored Hong Kong students’ views and reactive emotions towards interpersonal teacher behaviour in their classrooms. Fifteen... 相似文献