全文获取类型
收费全文 | 181篇 |
免费 | 3篇 |
专业分类
教育 | 143篇 |
科学研究 | 9篇 |
各国文化 | 3篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 21篇 |
出版年
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 6篇 |
2018年 | 7篇 |
2017年 | 11篇 |
2016年 | 9篇 |
2015年 | 1篇 |
2014年 | 2篇 |
2013年 | 37篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 6篇 |
2008年 | 3篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 1篇 |
2004年 | 2篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1969年 | 1篇 |
1967年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有184条查询结果,搜索用时 15 毫秒
21.
Why Students Can't Write Arguments 总被引:2,自引:0,他引:2
22.
The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students’ perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in scholarly-related activities; but they identify gaps in areas such as preparation for grant writing, teaching, and leading research teams. Statistically significant differences in perceived preparation were noted among disciplines. We offer suggestions for future research in doctoral professional development and recognize the need to expand and diversify centralized, institution-based resources so as to pave the pathway to successful careers for graduate students. 相似文献
23.
24.
This article is a follow-up to an earlier article (Bednarz and Janvier, 1982) which presented the results of a research study on the understanding of numeration by primary school children. That study pointed out the main difficulties children meet in learning numeration, presented a theoretical framework that made explicit a conception of numeration different from the one considered in current mathematics teaching, and also proposed a reference framework utilizable for learning and evaluating this notion. The experimentation in a classroom announced at the end of the article, was undertaken from 1980 to 1983 with the same group of children from the time they were in first grade (6–7 years old) to the third grade (8–9 years). The theoretical and reference frameworks developed in the former research study proved to be effective for developing a constructivist approach leading children to build a meaningful and efficient symbolism of number.This article is mainly devoted to presenting the results of this three year longitudinal study (part C). At first, we shall characterize briefly our intervention based on a constructivist approach of numeration (part A). Also we shall describe the conditions under which the experimentation was carried out, and the means used to evaluate the impact on the pupils (part B). 相似文献
25.
Stephen A. Stumpf Richard D. Freedman Kenneth M. Krieger 《Research in higher education》1979,11(1):13-22
The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage. 相似文献
26.
Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both
secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving
skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of
students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part
of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science.
The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving
skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who
are often girls. 相似文献
27.
28.
Curriculum changes in geography have focused increasing attention on children's knowledge and understanding of global spatial relationships. Map projections have become fashionable once more in geographical education, which also raises issues of the cartographic representation of the relative proportions of the land masses. In this study, 62 children were asked to estimate the sizes of the continents in relation to Europe, by selecting from a range of cut‐out continents of different sizes. The results indicate that the size of Asia was underestimated and the sizes of Australasia and Antarctica were overestimated. Possible reasons for this are discussed and some teaching approaches suggested. 相似文献
29.
Bernadette Charlier Marie Lambert 《International Journal for Academic Development》2020,25(2):162-175
ABSTRACT This article implements a systemic framework to evaluate the long-term effects of a program characterized by a SoTL approach and a hybrid learning environment. The importance of the difference between the perception of long-term effects on individual professional development on the one hand and the development of collective practices on the other, is interpreted with reference to certain shortcomings of the faculty development program’s learning design and its non-alignment with institutional practices. Based on this in-depth research, concrete ways to take account of the complexity of faculty development programs are proposed, both for research into and development of such programs and their impact at individual and institutional levels. 相似文献
30.
Cultural elements such as language, beliefs about health, and family context play important roles in the uptake of rehabilitation and treatment of deafness. Because of cultural issues, minority groups often do not receive optimal care. Focusing on the Netherlands, the researchers explored how the rehabilitation and counseling of deaf children of Turkish-origin parents can be improved. The most important findings were that (a) most parents initially did not believe their child was deaf and regretted later that they did not start hearing rehabilitation earlier; (b) parents had little confidence in the Dutch health care system and sought a second opinion from a medical doctor of their own national origin; (c) parents did not know how to be actively involved in the care of their deaf child. Implications for practice aimed at improving rehabilitation and counseling for these children are described. 相似文献