全文获取类型
收费全文 | 347篇 |
免费 | 7篇 |
专业分类
教育 | 235篇 |
科学研究 | 36篇 |
体育 | 48篇 |
文化理论 | 10篇 |
信息传播 | 25篇 |
出版年
2023年 | 1篇 |
2022年 | 6篇 |
2021年 | 14篇 |
2020年 | 13篇 |
2019年 | 13篇 |
2018年 | 37篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 14篇 |
2014年 | 9篇 |
2013年 | 80篇 |
2012年 | 17篇 |
2011年 | 16篇 |
2010年 | 7篇 |
2009年 | 16篇 |
2008年 | 9篇 |
2007年 | 10篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 6篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有354条查询结果,搜索用时 31 毫秒
101.
102.
Sara Isabel Moça Ramos António Manuel Valente de Andrade 《Education and Information Technologies》2016,21(3):625-641
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students. 相似文献
103.
Rafael Burgueño Alvaro Sicilia Jesús Medina-Casaubón Manuel Alcaraz-Ibañez María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100
Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers. 相似文献
104.
Bolmsten Johan Manuel Michael Ekow 《Educational technology research and development : ETR & D》2020,68(5):2705-2728
Educational technology research and development - According to UNESCO, sustainable education requires a participatory development process. This article reports the results of three case studies... 相似文献
105.
Marie Lallier Guillaume Thierry Polly Barr Manuel Carreiras Marie-Josephe Tainturier 《Scientific Studies of Reading》2018,22(4):335-349
According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits of English monolingual and early Welsh–English bilingual dyslexic adults on reading and spelling irregular English words and English-like pseudowords. As predicted, monolinguals were relatively more impaired in reading pseudowords than irregular words, whereas the opposite was true for bilinguals. Moreover, monolinguals showed stronger sublexical processing deficits than bilinguals and were poorer spellers overall. This study shows that early bilingual reading experience has long-lasting effects on the manifestations of dyslexia in adulthood. It demonstrates that learning to read in a consistent language like Welsh in addition to English gives bilingual dyslexic adults an advantage in English literacy tasks strongly relying on phonological processing. 相似文献
106.
This paper reviews the literature on teacher trainers with special reference to current initiatives in Spain, and provides a case study of the design, delivery and follow‐up to a course for teacher trainers of English language teaching and the pedagogy of language. The course was designed to promote the concept of teachers as reflective practitioners. 相似文献
107.
The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Isabel A. Vöhringer Thorsten Kolling Frauke Graf Sonja Poloczek Ina Fassbender Claudia Freitag Bettina Lamm Janina Suhrke Johanna Teiser Manuel Teubert Heidi Keller Arnold Lohaus Gudrun Schwarzer Monika Knopf 《Child development》2018,89(2):370-382
The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues. 相似文献
108.
Claudia Fernández-Limón Juan Manuel Fernández-Cárdenas Alma Adrianna Gómez Galindo 《师资教育杂志》2018,44(1):71-89
AbstractTeacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems. 相似文献
109.
Manuel Palomo-Duarte Juan Manuel Dodero Inmaculada Medina-Bulo Emilio J. Rodríguez-Posada Iván Ruiz-Rube 《Interactive Learning Environments》2013,21(4):444-466
The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, automatic tools are required to support the assessment of such huge amounts of data. In this work, we present StatMediaWiki, a tool that collects and aggregates information that helps to analyze a MediaWiki installation. It generates charts, tables and different statistics enabling easy analysis of wiki evolution. We have used StatMediaWiki in a Higher Education course and present the results obtained in this case study. 相似文献
110.
A year‐long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger’s syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger’s syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger’s syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference. 相似文献