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31.
Magdalena Mo Ching Mok 《Learning and individual differences》2010,20(6):564-566
This commentary reflects upon Lazar Stankov's thesis which regards “unforgiving nature of Confucian Asian societies” as the driving force underpinning academic success of students from these societies. The commentary considers theoretical perspectives put forward by Jian Wang and Emily Lin (2008), and by Chiu and Klassen (2010) as two alternative frameworks for explaining the paradox of high academic performance and high self-doubt at large scale international assessments among Confucian Asian Societies. Whilst acknowledging contributions from the systematic logical deduction of Stankov's article, the commentary proposes the use of Generalised Graded Unfolding Model as an alternative analytical tool for the data. 相似文献
32.
Laura Lee McIntyre Tanya L. Eckert Barbara H. Fiese Florence D. DiGennaro Reed Leah K. Wildenger 《Early Childhood Education Journal》2010,38(4):259-263
Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities
may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten.
Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement
in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special
education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness,
and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children
and families during transition are discussed. 相似文献
33.
The purpose of this paper is to provide a summary of evidence for the effectiveness and safety of commonly used crisis interventions
in schools, such as critical incident stress debriefing (CISD), critical incident stress management (CISM), and psychological
debriefing (PD). Two researchers independently searched relevant databases for reviews and meta-analyses in English language
peer-reviewed journals using identified keywords. The database search was supplemented by hand searches of the reference lists
of database-identified reviews. Selected reviews were compared and analyzed for the effectiveness of CISD/CISM/PD interventions.
Research findings suggest that these interventions are ineffective and may be harmful. Evidence of effectiveness of CISD/CISM/PD
interventions in schools is very limited. Given evidence of ineffectiveness and potential harm of CISD/CISM/PD interventions
in adults and limited evidence of these interventions in schools, there is no compelling reason to implement CISD/CISM/PD
following crisis events in schools. 相似文献
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35.
AbstractThe basis of the Sokol movement in Europe in the nineteenth century was as a result of a number of social, political, and institutional phenomena, as well as changes in the fields of education, culture and customs. Development of medical and pedagogical knowledge was an important factor for progress in physical education in the nineteenth century, but also in the forming of the Sokol Gymnastics Society. The inspiration for Sokol within Polish territory was the then gymnastic systems, and the earlier formed Czech Gymnastics Society. However, a significant factor certainly was the political and social situation within former Poland. 相似文献
36.
Magdalena Cantabella Belén López Alberto Caballero 《Interactive Learning Environments》2018,26(7):911-923
Learning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies 相似文献
37.
Z S Masangkay K A McCluskey C W McIntyre J Sims-Knight B E Vaughn J H Flavell 《Child development》1974,45(2):357-366
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Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to students’ abilities to address WSPs. Specifically, we aim to (I) describe key constituents of engineering students’ approaches to a WSP, (II) evaluate these approaches in relation to the normative context of education for sustainable development (ESD), and (III) identify relevant aspects of learning related to WSPs. Aim I is addressed through a phenomenographic study, while aims II and III are addressed by relating the results to research literature about human problem solving, sustainable development, and ESD. We describe four qualitatively different ways of approaching a specific WSP, as the outcome of the phenomenographic study: A. Simplify and avoid, B. Divide and control, C. Isolate and succumb, and D. Integrate and balance. We identify approach D as the most appropriate approach in the context of ESD, while A and C are not. On this basis, we identify three learning objectives related to students’ abilities to address WSPs: learn to use a fully integrative approach, distinguish WSPs from tame and well-structured problems, and understand and consider the normative context of SD. Finally, we provide recommendations for how these learning objectives can be used to guide the design of science and engineering educational activities. 相似文献
40.