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排序方式: 共有937条查询结果,搜索用时 15 毫秒
871.
通过采用测量法、数理统计等方法,对参加2006年全国田径锦标赛的我国各省、直辖市、自治区的高水平田径运动员共93人进行调查研究,研友我国高水平田径运动员认知风格的现状、影响因素及运动员的认知风格与所从事的项目、竞技水平的关系,从而为运动员的选材和训练提供依据.研究结果表明:我国高水平的田径运动员个体差异较大;在性别、文化程度、运动等级、训练年限等因素上没有显著差异,在运动项目上具有显著性差异. 相似文献
872.
认知学徒制在“推理与专家系统”教学中的应用 总被引:1,自引:0,他引:1
"推理与专家系统"是高中新课标《人工智能初步》选修模块中的三个主题之一,该主题的教学与认知学徒制的知识观、技能观有着密切的联系。探讨认知学徒在"推理与专家系统"教学中的可行性及其实施过程,能为中学信息技术的一线教师开展该主题的教学提供借鉴与参考。 相似文献
873.
874.
赵帮华 《唐山师范学院学报》2009,31(3):132-134
事件域认知模型理论是由我国著名认知语言学家王寅教授提出的,从认知语言学的角度出发,对王寅教授的事件域认知模型在英语新闻中的体现作了细微的补充,以揭示英语新闻的内部结构和外部影响因素,进而从认知的角度,来探讨如何在英语新闻听力教学中培养学生运用该模型理解英语新闻的能力。 相似文献
875.
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design 总被引:1,自引:0,他引:1
Björn B. de Koning Huib K. Tabbers Remy M. J. P. Rikers Fred Paas 《Educational Psychology Review》2009,21(2):113-140
This paper examines the transferability of successful cueing approaches from text and static visualization research to animations.
Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing
are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions
for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues
explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in
animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes
improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding.
Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations.
Guidelines for future research on attention cueing in animations are presented. 相似文献
876.
Tamara van Gog Fred Paas Nadine Marcus Paul Ayres John Sweller 《Educational Psychology Review》2009,21(1):21-30
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans.
Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the
neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences
for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
相似文献
Tamara van GogEmail: |
877.
This paper focuses on the cognitive development of young children from diverse backgrounds with a particular focus on ethnic and nativity differences in home environments. Hypotheses are developed addressing the extent to which home environment and parenting practices mediate the relationship between mother's age at arrival and cognitive development in early childhood. Data from the first two waves of the Early Childhood Longitudinal Study-Birth cohort are employed. Children whose mothers arrived in the United States at the youngest ages (0–7 years) have similar cognitive scores to children whose mothers are born in the United States once socioeconomic status and family background are considered. Multivariate analyses indicate parenting practices and home environment are associated with cognitive development and act as partial mediators between cognitive scores and mother's age at arrival. Overall, the results highlight the need to consider parental migration experiences and differences in the home environments of children of immigrants in the United States as sources of variation in outcomes for the second-generation. 相似文献
878.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable
adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background
knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from
multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent
contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed
the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations
of the observed relations between motivation, cognitive variables, and reading comprehension are presented. 相似文献
879.
Jean-Franois Rouet 《Learning and Instruction》2009,19(5):445-450
Designers of interactive learning environments face the issue of managing the learner's cognitive load, reducing irrelevant sources while optimizing useful sources of load. I propose a conceptual framework aimed at organizing the contributions of the papers presented in this special issue. The framework identifies three main dimensions, namely individual, task and environment, which may have specific or combined effects on the amount and type of cognitive load experienced during learning activities. I summarize some of the findings presented in the special issue with respect to each of these dimensions. Then I discuss some limitations of the studies and some perspectives for further research in the domain. I emphasize the need to control learners’ level of familiarity with the task setting and environment features, not just their prior knowledge of the content area, in order to obtain reliable assessments of cognitive load and learning outcomes. 相似文献
880.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
Orit HazzanEmail: |