全文获取类型
收费全文 | 1162篇 |
免费 | 17篇 |
国内免费 | 1篇 |
专业分类
教育 | 914篇 |
科学研究 | 36篇 |
各国文化 | 3篇 |
体育 | 123篇 |
文化理论 | 16篇 |
信息传播 | 88篇 |
出版年
2024年 | 2篇 |
2023年 | 12篇 |
2022年 | 13篇 |
2021年 | 19篇 |
2020年 | 39篇 |
2019年 | 58篇 |
2018年 | 111篇 |
2017年 | 88篇 |
2016年 | 74篇 |
2015年 | 42篇 |
2014年 | 71篇 |
2013年 | 263篇 |
2012年 | 21篇 |
2011年 | 23篇 |
2010年 | 39篇 |
2009年 | 30篇 |
2008年 | 30篇 |
2007年 | 29篇 |
2006年 | 23篇 |
2005年 | 11篇 |
2004年 | 22篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 14篇 |
2000年 | 20篇 |
1999年 | 16篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 8篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 4篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 2篇 |
1961年 | 2篇 |
1904年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有1180条查询结果,搜索用时 15 毫秒
121.
Edith Mägiste 《教育心理学》1982,2(2):159-166
Students who seemingly are about equally adept at two languages differ considerably in their language strategy in mental arithmetic. The present findings suggest that language strategy has an important effect on simple arithmetical performance, affecting the mean reaction time of responses, the frequency of errors, and the experience of difficulty. Bilinguals who retrospectively reported a single language strategy during task performance showed a clear tendency for faster response times, fewer errors, and less perceived difficulty than bilinguals who used their two languages simultaneously or interchangeably. The degree of interference that occurs seems to depend on individual strategies and can be held to a minimum if the domains of use are clearly defined.
122.
The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown that a central determinant for the effectiveness of curriculum reform is the way in which the reform is implemented. Accordingly, implementing curriculum reform always entails translation of the new ideas into new educational practices, which involves complex sense-making processes from those involved. Altogether, 117 stakeholders accountable in constructing the national core curriculum in Finland completed a survey. The results showed that the effect of the implementation strategy for the perceived curriculum coherence was mediated by the perceived educational impact of the reform both for the school and society. The mediated interrelation between the top-down–bottom-up implementation strategy in the curriculum process, and the estimated coherence in the written core curriculum implies that the objects of the activities, namely elaborating and focusing on the educational impact of the decisions, is a crucial determinant for achieving curriculum coherence, and further, facilitating sustainable school development at the local level. 相似文献
123.
‘It was the funnest week in the whole history of funnest weeks’: our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the ‘The Creative and Effective Curriculum’ module for PGCE primary student teachers which includes a one-week placement in school. Student teachers', children's and teachers' perspectives pointed to a range of factors necessary for effective and creative teaching and learning. These included learning which is ‘fun’, achievement through intrinsic motivation, willingness to take risks and learn from mistakes, children's ownership of learning and the teacher's role as facilitator. Our findings enabled us to formulate ‘phunometre scales’ which we suggest can be used to assess both the organisation of learning areas and also planned activities in terms of their capacity for learning which is both challenging and fun. 相似文献
124.
Kirsi Pyhältö Tiina Soini Janne Pietarinen 《European Journal of Psychology of Education - EJPE》2010,25(2):207-221
Basic education has two main goals: to promote high quality learning outcomes and pupils’ personal growth and well-being.
The interrelated nature of learning and well-being is here referred to as pedagogical well-being. In this study, we explore
Finnish comprehensive school pupils’ (N = 518) experienced pedagogical well-being by examining the kinds of situations that pupils themselves find either highly
positive or highly negative during their school career. Pupils’ pedagogical well-being is empirically examined in two complementary
aspects: (1) determining the point in the pupils’ school career in which the critical incidents are situated and (2) identifying
the primary contexts of pupils’ experienced critical incidents of pedagogical well-being. Results showed that critical incidents
for pedagogical well-being reported by the pupils were situated all along their school career. A variety of episodes causing
empowerment and satisfaction, as well as disappointment and anxiety, were reported by the pupils. Pupils perceived the social
interactions within the school community as being the most rewarding as well as the most problematic part of their school
career. 相似文献
125.
126.
Janne Pietarinen Kirsi Pyhältö Tiina Soini 《Scandinavian Journal of Educational Research》2019,63(4):491-505
This study aims to gain a better understanding of the Finnish national curriculum reform by examining how the educational practitioners, at the district level, orchestrate the shared sense-making concerning the reform work in their school districts. Qualitative focus group data was collected from 12 groups, throughout Finland, that were responsible for orchestrating curriculum reform work at the district level. Results showed that curriculum reform steering groups recognized the importance of orchestrating shared sense-making. They strived to develop functional, context sensitive, and shared strategies for reform implementation across their districts. They employed a range of strategies for managing, navigating, and regulating the shared sense-making of the local curriculum work. 相似文献
127.
What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment 总被引:1,自引:0,他引:1
Lindblom-Ylänne Sari Pihlajamäki Heikki Kotkas Toomas 《Learning Environments Research》2003,6(1):59-76
This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups. 相似文献
128.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 下载免费PDF全文
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
129.
130.
Sari Mullola Niklas Ravaja Jari Lipsanen Paula Hirstiö-Snellman Saija Alatupa Liisa Keltikangas-Järvinen 《Learning and individual differences》2010,20(3):209-214
Associations between teacher-perceived temperament, educational competence (EC), and school grades in mother language (ML) and mathematics (Math) were assessed in 3212 students (1619 girls) in Secondary School (aged 13–19) taken from a nationally representative Finnish sample. Temperament was assessed with scales from the TABC-R and DOTS-R batteries. EC consists of cognitive ability, motivation, and maturity. Activity, persistence, distractibility, inhibition, and negative emotionality were significantly associated with both ML and Math grades. EC turned out to mediate the relationship between temperament and school performance and moderated the relationship of activity to Math. The findings show a high association between teacher-rated temperament and school performance and indicate a strong “halo effect” between temperament, EC, and school grades. 相似文献