全文获取类型
收费全文 | 1759篇 |
免费 | 19篇 |
国内免费 | 29篇 |
专业分类
教育 | 840篇 |
科学研究 | 114篇 |
体育 | 556篇 |
综合类 | 255篇 |
文化理论 | 3篇 |
信息传播 | 39篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 35篇 |
2020年 | 54篇 |
2019年 | 15篇 |
2018年 | 22篇 |
2017年 | 43篇 |
2016年 | 34篇 |
2015年 | 59篇 |
2014年 | 128篇 |
2013年 | 163篇 |
2012年 | 151篇 |
2011年 | 151篇 |
2010年 | 95篇 |
2009年 | 98篇 |
2008年 | 103篇 |
2007年 | 143篇 |
2006年 | 112篇 |
2005年 | 84篇 |
2004年 | 73篇 |
2003年 | 65篇 |
2002年 | 45篇 |
2001年 | 41篇 |
2000年 | 26篇 |
1999年 | 10篇 |
1998年 | 14篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有1807条查询结果,搜索用时 15 毫秒
991.
Yam San Chee Swati Mehrotra Jing Chuan Ong 《Asia-Pacific Journal of Teacher Education》2015,43(5):423-437
A dominant discourse on “scaling-up” small-scale innovations based on a limited number of successful classroom trials pervades the educational literature. We view this discourse as insensitive to the professional work of teachers and the human side of school change. Our research investigated how teacher professional development could be conceived and conducted to support take up of digital game-based learning in the context of a 3-week social studies unit on governance and citizenship. Students played a mobile game in their own time. In the classroom, teachers enacted dialogic pedagogy to facilitate students’ meaning-making of their gameplay experience. Our findings indicate that teacher identity, constituted by their interwoven knowing–doing–being–valuing is central to any effort to scale pedagogical and technological innovation. We modified our original model for the appropriation of innovation uptake by teachers to one that places teacher identity as the centrepiece of the model and cornerstone in “shifting” teacher practice. 相似文献
992.
游戏是幼儿园教育的重要组成部分和基本的活动形式。游戏是由幼儿生成的活动,幼儿在游戏中会获得真正的满足和认可。但要想呈现有价值的游戏,材料的准备、环境的预设以及教师的指导和介入都是非常关键的。 相似文献
993.
There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning. 相似文献
994.
995.
This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue. 相似文献
996.
Gwo-Jen Hwang Po-Han Wu Chi-Chang Chen Nien-Ting Tu 《Interactive Learning Environments》2016,24(8):1895-1906
Augmented reality (AR) has been recognized as a potential technology to help students link what they are observing in the real world to their prior knowledge. One of the most challenging issues of AR-based learning is the provision of effective strategy to help students focus on what they need to observe in the field. In this study, a competitive gaming approach is proposed to support AR-based learning activities conducted in real-world contexts. An experiment has been conducted on an elementary school ecology course to explore the effectiveness of the proposed approach in comparison with the conventional AR-based mobile learning approach in field trips. The experimental results show that the AR-based gaming approach can improve not only students' learning attitudes, but also their learning performance on the field trip. Accordingly, discussions and some suggestions for future work are provided. 相似文献
997.
北京奥运会前夕,西方主流传媒的相关报道仍密集在政治领域,而且以负面报道居多,这使得北京奥运会的信息传播成为有关中国国家形象博弈的一个平台。文章从分析现状出发,在分析其成因的基础上,侧重提出了应对之策,核心观点是将奥运信息传播提升为文化传播,通过中国传统文化的对外传播,达到建构良好的中国国家形象的目标。 相似文献
998.
游戏在幼儿教育中具有不可替代的作用,教师可在教学中积极探索游戏与幼儿教育融合的策略,寓教于乐,对幼儿进行启发式教学。但目前,游戏与幼儿教育的融合存在游戏在幼儿教育中应用不足、幼儿在游戏中互动性不足等问题。文章分析游戏与幼儿教育融合的意义、存在的问题,探究具体融合策略。 相似文献
999.
为了设计出兼具教育性与趣味性的教育游戏,使设计出的游戏充分考虑到学习者需求,既重视游戏方式和内容的科学性,又强调游戏方法和形式的趣味性,基于斯坦福D.school设计思维模型,结合“趣思维”游戏案例设计过程,从游戏设计前期分析、内容及方向确定、游戏设计与制作、反复测试再调整等方面,具体阐述教育游戏设计方法。“趣思维”案例的成功设计表明,该设计方法能够运用于具体教育游戏设计中,可以设计出更贴合用户想法、兼顾教育与趣味的教育游戏。基于设计思维模型五环节提出的教育游戏设计方法,能够充分了解用户需求,使设计思路更加清晰,设计出内容丰富、条理明确、更有市场的教育游戏,初步实现设计思维与教育游戏的结合。 相似文献
1000.
使用网络游戏的技术来设计网络德育平台,提出一种游戏型网络德育平台的结构模型,并对其中主要模块的设计进行了详细阐述. 相似文献