全文获取类型
收费全文 | 159篇 |
免费 | 0篇 |
国内免费 | 1篇 |
专业分类
教育 | 101篇 |
科学研究 | 4篇 |
体育 | 2篇 |
综合类 | 1篇 |
信息传播 | 52篇 |
出版年
2020年 | 7篇 |
2019年 | 2篇 |
2013年 | 7篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 3篇 |
2008年 | 4篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 11篇 |
2002年 | 1篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 2篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1965年 | 2篇 |
1964年 | 2篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1958年 | 1篇 |
排序方式: 共有160条查询结果,搜索用时 15 毫秒
91.
92.
A Personal Reflection on Scenario Writing as a Powerful Tool to Become a More Professional Teacher Educator 总被引:1,自引:1,他引:0
PAUL CAUTREELS 《欧洲师范教育杂志》2003,26(1):175-180
Reflection nowadays is a major goal in teacher education. One of the primary conditions for student teachers to become reflective professionals is the guidance of a reflective teacher educator. In this article we try to show that teacher educators can benefit from the work of scenario writing to become more reflective professionals themselves. We will not give a scientific explanation about scenario writing, we simply tell the story of the adventure we were involved in during the past two years. Nevertheless, at the end we add some theoretical notions illuminating this 'learners' log'. Aujourd'hui le de´veloppement de la capacite´ de re´flexion est un aspect important de la formation des enseignants. Pour que les e´tudiants puissent devenir un jour des professionnels 're´flexifs', ils ont besoin d'un guide professionnel: un professeur 're´flexif' lui-même. Pour de´velopper leurs capacite´s de re´flexion, les professeurs peuvent certainement se servir de la technique du sce´nario. C'est ce que nous essayons de de´montrer dans cet article. Nous ne donnons pas un expose´ scientifique sur les techniques d'e´criture de sce´narios. Nous racontons tout simplement l'aventure que nous avons ve´cue ces deux dernie ¤ res anne´es. Ne´anmoins, nous ajoutons quelques notions the´oriques pour illustrer ce journal d'un 'apprenti'. En la actualidad, la reflexio´n es uno de los objetivos ma´s importantes de la formacio´n del profesorado. Una de las condiciones principales para que los profesores se conviertan en unos profesionales reflexivos es la orientacio´n de un formador del profesorado reflexivo. En este arti´culo, tratamos de ilustrar que los formadores del profesorado se pueden beneficiar del trabajo de crear escenarios para convertirse ellos mismos en unos profesionales ma´s reflexivos. No proporcionaremos una explicacio´n cienti´fica de la creacio´n de escenarios, simplemente contaremos la historia de la aventura en la que nos vimos envueltos durante los dos u´ltimos años. No obstante, al final añadiremos algunas nociones teo´ricas que iluminen este "diario de aprendices". Reflexion ist heutzutage ein Hauptziel der Lehrerausbildung. Eine wesentliche Voraussetzung dafu¨r, daß Lehramtsstudierende zur beruflichen Reflexion befa¨higt werden, besteht in der Reflexivita¨t der sie betreuenden Lehrenden. In diesem Beitrag versuchen wir aufzuzeigen, daß Lehrerausbilder aus dem Verfassen von Szenarios fu¨r die berufliche. Reflexionsfa¨higkeit selbst Gewinn ziehen ko¨nnen. Wir werden das Entwerfen von Szenarien nicht wissenschaftlich erkla¨ren, sondern wir werden einfach erza¨hlen, in welches Abenteuer wir in den letzten Jahren verwickelt waren. Trotzdem werden wir am Ende einige theoretische Anmerkungen machen, die das Logbuch des 'Lerners' erla¨utern sollen. 相似文献
93.
PAUL WIDLAKE 《English in Education》1970,4(3):35-45
This article was also written especially for the Walsall Seminar. Its author was at the time Head of the Remedial Advisory Centre at Wolverhampton and is now Research Officer for the Birmingham Educational Priority Area Project. 相似文献
94.
95.
96.
97.
Mobile technology‐enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The Laptops Initiative for Post‐Primary Students with Dyslexia or other Reading/Writing Difficulties offers insights into and addresses questions about ICT policy making regarding m‐learning technologies for students with literacy difficulties. Thirty‐one schools participated in this initiative. Adopting an intepretive perspective, research and data analysis centred on four school case studies and involved classroom observations, teacher, student and principal interviews as well as a survey of teachers in other participating schools. Findings are presented under three headings: laptop deployment models (fixed, floating and fostered), constraints and supports for teacher and student agency, and technology‐enhanced literacy pedagogy. We conclude by noting the increasing appeal of m‐learning to support literacy and how schools mediate access to laptops and associated literacy learning. 相似文献
98.
99.
PAUL STANDISH 《Journal of Philosophy of Education》2019,53(1):214-223
In ‘Levinas: Ethics or Mystification?’ (Miller, 2017), Alistair Miller presents a searing indictment of the philosophy of Emmanuel Levinas and a dismissal of claims for its importance for education. He provides a summary account of Levinas's philosophy and, in relation to this, refers briefly to a number of authors who have related Levinas's work to education. This account is at fault, however, in fundamental ways, and this leads to errors in the conclusions that he draws. The present short paper does not attempt to address these problems in the round but rather focuses on a particular aspect of his phrasing in constructing the account, taking this as a significant pointer to the nature of the misinterpretation as a whole. 相似文献
100.
PAUL MILLS 《Assessment & Evaluation in Higher Education》2003,28(5):527-538
This paper evaluates the experience of second year undergraduate veterinary science students performing group project work. The goals of the study were to encourage deep learning and to develop specific 'life skills', such as decision making, teamwork and communication skills. The results were compared with two similar studies by using a similar survey form to collect student responses. Overall, the students appeared to enjoy the group project and developed new learning skills, although the issue of passengers (poor contributors) was not fully eliminated. 相似文献