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41.
Lardy Laurent Bressoux Pr Pascal De Clercq Mikael 《European Journal of Psychology of Education - EJPE》2022,37(3):949-969
European Journal of Psychology of Education - The massification and diversification of the student population who enters university has become a challenge for Higher Education institutions. A... 相似文献
42.
43.
Maryse Bianco Pascal Bressoux Anne-Lise Doyen Eric Lambert Laurent Lima Catherine Pellenq 《Scientific Studies of Reading》2013,17(3):211-246
A sample of 1,273 4-year-old children were followed for 3 years. The children participated in 1 of 2 comprehension training programs, or in a phonological awareness training program. The comprehension programs explored the possibility of improving young children's oral comprehension in an educational setting. The first focused on the component skills of comprehension; the second involved storybook reading. Phonological awareness and oral language comprehension skills were measured repeatedly in the course of the study. The data were analyzed using multilevel growth-curve models. The results showed that it is possible to improve oral comprehension if the training focuses on its component skills and extends over 2 semesters. When these conditions were met, training effects still existed 9 months after the program had ended. Finally, phonological training improved phonological awareness but not comprehension, and comprehension-skill training improved oral comprehension but not phonological awareness. 相似文献
44.
Philippe Garnier Karine Martel Julie Dachez Pauline Audry Pascal Bourgoin Fleur Stawinski 《Journal of Research in Special Educational Needs》2023,23(3):163-174
Humanoid robots have shown to provide interesting perspectives for autistic children. Yet, few studies have looked at educators' point of view on the use of such robots in educational settings. This paper presents a case study of the use of a humanoid robot, NAO, in a French preschool class dedicated to autistic children. Our work focuses on the perspectives of the adults working with these children. We interviewed the professional staff about changes in their teaching due to the presence of the robot, about the effects on the pupils' behaviour, and about the collaboration between the special needs teacher, the special needs support worker and the operational specialist from the digital education department of the district academic head office. Four themes were identified: joint reflection and collaboration when working with NAO, working with NAO, impact of NAO on pupils, impact of NAO on adults. The professionals underscored the necessity of adopting certain attitudes, in particular, the most neutral facial expression possible, so as not to disturb the children's learning process. They were under the impression that the robot had a beneficial effect on the pupils in terms of learning and social skills, and that it facilitated collaboration among them. 相似文献
45.
Brun Laurent Dompnier Benoit Pansu Pascal 《European Journal of Psychology of Education - EJPE》2022,37(1):185-206
European Journal of Psychology of Education - In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their... 相似文献
46.
Rev. Pascal Harrower M.A. 《Religious education (Chicago, Ill.)》2013,108(1):69-78
The aim of this article is to consider the psychological mechanisms that may prevent individuals from achieving religious tolerance and religious pluralism. After defining these concepts and explaining why they are desirable outcomes, four psychological obstacles to the achievement of religious tolerance and religious pluralism will be explored by considering both research in psychology and the literature on religious education. The aim of identifying these obstacles is to enable us to suggest how they might be overcome through education, and what the implications for religious education are. 相似文献
47.
Pascal W. M. Van Gerven Fred G. W. C. Paas Jeroen J. G. Van Merriënboer Henk G. Schmidt 《Educational gerontology》2013,39(6):503-521
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology. 相似文献
48.
The role of location and social strength for friendship prediction in location-based social networks
Jorge C. Valverde-Rebaza Mathieu Roche Pascal Poncelet Alneu de Andrade Lopes 《Information processing & management》2018,54(4):475-489
Recent advances in data mining and machine learning techniques are focused on exploiting location data. These advances, combined with the increased availability of location-acquisition technology, have encouraged social networking services to offer to their users different ways to share their location information. These social networks, called location-based social networks (LBSNs), have attracted millions of users and the attention of the research community. One fundamental task in the LBSN context is the friendship prediction due to its role in different applications such as recommendation systems. In the literature exists a variety of friendship prediction methods for LBSNs, but most of them give more importance to the location information of users and disregard the strength of relationships existing between these users. The contributions of this article are threefold, we: 1) carried out a comprehensive survey of methods for friendship prediction in LBSNs and proposed a taxonomy to organize the existing methods; 2) put forward a proposal of five new methods addressing gaps identified in our survey while striving to find a balance between optimizing computational resources and improving the predictive power; and 3) used a comprehensive evaluation to quantify the prediction abilities of ten current methods and our five proposals and selected the top-5 friendship prediction methods for LBSNs. We thus present a general panorama of friendship prediction task in the LBSN domain with balanced depth so as to facilitate research and real-world application design regarding this important issue. 相似文献
49.
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. 相似文献
50.
Jean‐Luc Gilles Pascal Detroz Jean‐Guy Blais 《Assessment & Evaluation in Higher Education》2011,36(6):719-733
In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing. 相似文献