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71.
The inclusion of the history of science in science curricula—and specially, in the curricula of science teachers—is a trend
that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This
paper presents a case study in the history of chemistry, on the early developments of John Dalton’s atomic theory. Based on
the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the
kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially
anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in
the present. Science teaching for current days will benefit from the approach that may be termed the “new historiography of
science”. 相似文献
72.
Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional
guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were
50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children
knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated
in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed
to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words
used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction
used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children
think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations
spellings. There are no differences between groups at the number of total phonetisations but we found some differences between
groups at the quality of the phonetisations. 相似文献
73.
Francesc Codony Bárbara Adrados Leonardo Martín Pérez Mariana Fittipaldi Jordi Morató 《Journal of Zhejiang University. Science. B》2009,10(12):867-869
The Catabacteriaceae is a new bacterial family with a unique member: Catabacter hongkongensis is a strictly anaerobic, non-sporulating, Gram-positive coccobacillus that is phylogenetically related to some clostridial
clusters. Little is known of its epidemiology and environmental distribution, but the inclusion of its 16S rRNA gene sequence
in GenBank has allowed it to be detected qualitatively. As a first approach for prospective surveys, a real-time polymerase
chain reaction (PCR) procedure to identify C. hongkongensis has been developed. The presence of Catabacteriaceae in 29 water bodies subjected to possible human or animal impact has
been investigated. Four of them were positive. The results confirm that highly polluted water can contain C. hongkongensis. 相似文献
74.
75.
Science & Education - We argue that teleological thinking plays a central role in biology and, more specifically, in theory of natural selection, and, therefore, the didactic goal cannot be its... 相似文献
76.
77.
Margarida Alves Martins Cristina Silva 《European Journal of Psychology of Education - EJPE》2006,21(2):163-182
The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were subjected to a pre-test and a post-test that were intended to evaluate both their writing and their phonological skills. In between the two tests experimental group 1 underwent a writing training program designed to lead them to produce syllabic-alphabetic/alphabetic writing, while experimental group 2 was subjected to a phonological training program designed to work on phonetic units. The third group served as a control group. The number of letters known and the level of intelligence were controlled. The children in the two experimental groups achieved results that revealed a similar degree of progress (greater than the control group) in both their writing and their phonological abilities. 相似文献
78.
Zeus Leonardo 《Critical Studies in Education》2015,56(1):86-98
This article presents the main terms of the racial contract, as they appear in the subcontracts of Mills’ theory, such as the spatial, epistemological, cognitive subcontracts. It is important to keep in mind that these subcontracts are by no means separate and represent analytical moments of the main contract. Furthermore, other than its institutional form, education is not a separate sphere from the racial contract. Finally, I end with the racial contract’s gaps to determine the possibility of its own demise, which requires the active signing off from the terms of the contract. That is, I sketch ideas about ways to counteract (i.e., counter-write) the racial contract as part of a corrective to the history that interpellates people of color as its targets. Both Whites and people of color have a stake in the rewriting of the contract, where in the end they are imagined as neither Black nor White but free. In this last portion, I spend some text on what Whites’ role may look like in signing off the contract, such as the case of white ‘race traitors’ within the white abolitionist proposal, recast as the ‘epistemological traitor’ in education. 相似文献
79.
Michael J. Alves 《Equity & Excellence in Education》2013,46(1-6):178-187
80.
AbstractOver the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum: one structured and the other semi-structured, in a quasi-experimental design with a pre-test, post-test and follow-up. The study was carried out with the participation of 124 five- and six-year-old children who attended preschool in four schools in the north of Portugal. The results suggest that the Ouvir as Letras programme was more effective in facilitating the acquisition of basic skills to initiate children in the learning of written language. 相似文献