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51.
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There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student
attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation
in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry
organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated
to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the
findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation
and an innovation framework were developed, through which the case studies were analysed to make sense of the significance
of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation
is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and
teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning. 相似文献
53.
Russell Tytler David Symington Linda Darby Cliff Malcolm Valda Kirkwood 《Teaching and Teacher Education》2011,27(5):871-879
This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue. 相似文献
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David J. Symington 《Research in Science Education》1977,7(1):41-49
Conclusion Although the experiments reported here are only a beginning to the research needed, the results obtained so far suggest that
some teachers and some curriculum planners have overlooked factors in their consideration of problem solving as a learning
method in primary school science.
There appear to be teachers who have rejected this approach prematurely because many of the problems children suggest when
they are first introduced to this method of working are not sound starting points for investigation.
Curriculum palnners, on the other hand, do not appear to have given serious consideration to the fact that some subject matter
provides a better starting point for pupil problem solving than others. Further, there has been inadequate information available
for teachers on the type of classroom situations and teacher behaviour which will maximize pupils' ability to see investigable
science problems in everyday phenomena. The type of research reported here will be continued and expanded to provide a clearer
picture of contexts in which the ability of pupils to see investigable scientific problems is maximized. 相似文献
57.
Chelsea Dainton Naomi Winstone Peter Klaver Bertram Opitz 《Mind, Brain, and Education》2020,14(2):139-145
While feedback is a key facilitator of learning, researchers have yet to determine the ideal feedback process for optimal performance in learners. The current study investigates the combined effects of ease of decoding, and utility of feedback during learning. Accuracy and rate of learning were recorded alongside changes to the feedback related negativity (FRN), an event‐related potential (ERP) elicited by feedback stimuli. This study investigates the FRN within the context of future‐focused directive feedback (DF), in addition to past‐focused evaluative feedback (EF) typically seen in the neuroscience literature. Results indicate a main effect of utility together with an interaction with ease of decoding on the accuracy data, but only the main effect of utility on learning rate. DF produced an FRN, like EF, which was then larger during high‐utility feedback, specifically following negative EF or when hard‐to‐decode. Implications and future research directions are discussed. 相似文献
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Naomi Pasachoff 《Metascience》2015,24(2):227-231