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211.
Michelle E. Jordan 《理论付诸实践》2016,55(3):197-206
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
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Christoph Duchhardt Anne-Katrin Jordan Timo Ehmke 《International Journal of Science and Mathematics Education》2017,15(1):155-174
The Programme for the International Assessment of Adult Competencies (PIAAC) has recently drawn additional attention to “mathematical literacy” as an important influential factor for individuals’ life chances. High levels of mathematical literacy have thereby been linked to using mathematics in daily and working life frequently. In this paper, based on the data from Germany, we focus on the construct “use of mathematics” in two ways: First, we analyze in depth how it can be utilized to describe different groups of adults. Second, we investigate its role as predictor of mathematical competence and mediator of other relevant background variables. Results show that three groups of adults can be distinguished that use mathematics differently in daily and working life. However, the construct can sensibly be described as unidimensional. In a path model, “use of mathematics” turns out to be the strongest predictor of mathematical competence. In addition, it mediates effects of the mathematical requirements of the job, duration of education, and gender. 相似文献
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Nancy C. Jordan Joseph Glutting Chaitanya Ramineni 《Learning and individual differences》2010,20(2):82-88
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial, and memory), number sense made a unique and meaningful contribution to the variance in mathematics achievement at both first and third grades. Furthermore, the strength of the predictions did not weaken over time. Number sense was most strongly related to the ability to solve applied mathematics problems presented in various contexts. The number sense screen taps important intermediate skills that should be considered in the development of early mathematics assessments and interventions. 相似文献
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Preparing teachers for inclusive classrooms 总被引:2,自引:0,他引:2
Effective teaching skills consist of high levels of student engagement based on good classroom and time management skills; the ability to scaffold learning that is adapted to students' current levels of understanding; cognitively engaging students in higher-order thinking; and encouraging and supporting success. The research reported here suggests that in elementary classrooms, effective teaching skills are effective for all students, both with and without special education needs. 相似文献
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In this column feature, a father and a mother each share their unique point of view of their son''s birth. 相似文献
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Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge were invited to participate in an online survey (n?=?153). Teaching is seen to offer a wide range of benefits to GTAs, including benefits to the GTAs’ own research, transferable skills development, career development and teaching skills. Time pressures emerged as the principal problem associated with the role. The data are consistent with findings from previous studies, while also providing further detail about the nature of the benefits and problems. In particular, additional insights are offered relating to benefits and problems associated with different teaching activities, and disciplinary differences. 相似文献