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941.
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies helped develop a four-pronged holistic proposal that places student-teachers in the role of both teacher and learner allowing the co-construction of teaching knowledge and the acquisition of digital competences and media literacy. This article outlines the pedagogical scheme and provides qualified evidence that supports arguments for its basis. 相似文献
942.
Geraldine Blomberg Kathleen Stürmer Tina Seidel 《Teaching and Teacher Education》2011,27(7):1131-1140
As critical component of teachers’ expertise, professional vision should be developed during teacher education. Professional vision draws on subject specific and generic knowledge, however, little is known about the knowledge interplay. This study systematically investigated pre-service teachers’ (n = 32 majoring in mathematics/science; n = 56 in social sciences/humanities) professional vision as elicited by videos of various subjects. Such a design allows studying the relevance of subject matter for professional vision. We found evidence for different professional visions among pre-service teachers majoring in different fields, indicating that—beyond knowledge acquisition—subject-specific socializations may result in distinct sets of shared beliefs and values. 相似文献
943.
Mustafa Koc 《Teaching and Teacher Education》2011,27(1):95-106
This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video-recorded role playing to simulate classroom memoirs. Each group shared their video cases and interpretations in a class presentation. Qualitative data collection techniques were used to gather their experiences. Reflection papers written by 97 juniors were analyzed through content analysis and triangulated by group videos and case analysis reports. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity. 相似文献
944.
Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. Our results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change. The conclusions identify the key factors that enabled teachers to engage in critical reflection, and to implement strategies for collaborative work and community participation in school. 相似文献
945.
Meilan Zhang Mary LundebergMatthew J. Koehler Jan Eberhardt 《Teaching and Teacher Education》2011,27(2):454-462
Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of video when they were used in a Problem-Based Learning professional development program, drawing upon multiple data sources from 26 K-12 science teachers. We present a case study to illustrate how one teacher might learn from each type of video, and conclude with recommendations for using video in professional development. 相似文献
946.
滕秀芹 《山东教育学院学报》2011,26(3):70-74
学前儿童"三阶梯"数学教学法,指在数学教学过程中,教师根据学前儿童认知发展的三个阶段和思维发展的三级水平,有目的、有计划地引导其认知能力由低级向高级、由外部向内部、由感知运动阶段向形象表象阶段达至词语概念阶段的递进式发展的教学方法。此方法符合学前儿童认知发展的由易到难、循序渐进和螺旋式上升的规律,是发展学前儿童思维结构、促进其数学思维能力发展的有效策略。其理论依据主要是认知发展理论和信息加工理论。 相似文献
947.
岳天雷 《广东教育学院学报》2011,(4):93-104
明隆万名臣高拱与张居正的关系,有一个由学侣到政敌的转变过程。大体而言,隆庆五年秋以前,由于他们的经世志向、改革纲领和学术思想的基本一致,使其能够携手共政,力行改革,并开启隆万改革运动之先河。但这之后,他们的矛盾冲突和权力斗争渐趋激化,最终导致张居正“附保逐拱”,并借“王大臣案”酝酿诬杀高拱之阴谋。虽然这一阴谋没有得逞,但却表现出封建专制体制下权力斗争的残酷性以及张居正的失德之处乃至人性之恶。研究高张由学侣到政敌之关系转变,既有助于认识隆万改革运动的传承发展,也有助于把握隆万交替时期的政局走向。 相似文献
948.
朱敏 《温州职业技术学院学报》2013,(2):65-67,82
多媒体远程视频监控系统可通过网络实现对远程场景的音视频监控。针对目前流行的Android操作系统,采用C/S+M(Media)架构和Java技术,设计基于Android智能手机多媒体远程视频监控系统。测试结果表明,系统性能稳定可靠,可操作性强。 相似文献
949.
苟兴朝 《乐山师范学院学报》2013,(11):51-54
当前,“社会保险学”课程教学中存在着教学内容陈旧、教学过程与实际生活相脱节以及毕业生难以适应社会需要等问题,教学方法改革势在必行。实践表明,参与式教学法中的案例教学法因其具有贴近生活实际、调动学生学习积极性、培养学生分析和解决问题等优势,案例教学法是“社会保险学”课程教学中的重要教学方法之一。 相似文献
950.
从分析目前高职院校人才培养的现状和教学改革要求入手,以计算机专业课程为例,提出并实例剖析基于“项目导入、任务驱动”的案例式教学。 相似文献