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1.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
2.
Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s). 相似文献
3.
4.
Johannes Giesinger 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):73-91
THE MORAL RIGHTS OF CHILDREN – Most people today believe that children should be accorded legal or moral rights. In the course
of the past few decades, however, objections to this view have been repeatedly raised. According to one objection, it is inappropriate
for children to be the bearers of rights. Another group of objectors say that children’s interests are not being served if
rights are allocated to them. This paper acknowledges that rights alone are not enough to protect children’s basic needs and
interests in full. It is therefore inappropriate to resort to exclusively rights-based language when referring to the relationship
between parents and children. Nevertheless, as this paper argues, it is advisable to provide children with moral rights. In
response to the initial objection, a concept of rights is put forward which enables children, like adults, to be considered
as the bearers of rights.
Der Autor Johannes Giesinger, Dr. phil., geboren 1972, Studium der Philosophie und P?dagogik an der Universit?t Zürich. T?tigkeit als Gymnasiallehrer für Philosophie. Promotion (2005) mit einer Arbeit zur Frage des p?dagogischen Paternalismus. Publikationst?tigkeit in den Bereichen Philosophiedidaktik und Bildungsphilosophie. Adresse: St.Georgenstrasse 181a, CH-9011 St. Gallen. E-mail: giesinger@st.gallen.ch 相似文献
Zusammenfassung Es ist heute selbstverst?ndlich, Kindern legale oder moralische Rechte zuzuschreiben. Gegen den breit abgestützten Konsens in dieser Frage sind in den vergangenen Jahrzehnten jedoch immer wieder Einw?nde laut geworden. Nach einem ersten Einwand sind Kinder als Tr?ger von Rechten ungeeignet. Eine zweite Gruppe von Einw?nden besagt, dass den Belangen von Kindern nicht gedient ist, wenn ihnen Rechte zugeschrieben werden. In diesem Aufsatz wird einger?umt, dass durch Rechte nicht alle grundlegenden Bedürfnisse oder Interessen von Kindern geschützt werden k?nnen. Es ist deshalb unangemessen, in Bezug auf die Eltern-Kind-Beziehung ausschlie?lich die Sprache der Rechte zu verwenden. Trotzdem, so die hier vertretene These, ist es sinnvoll, Kinder mit moralischen Rechten auszustatten. Als Reaktion auf den ersten Einwand wird ein Verst?ndnis von Rechten vorgeschlagen, das es erlaubt, auch Kinder als Tr?ger von Rechten zu sehen.
Resumen LOS DERECHOS MORALES DE LOS NI?OS – Hoy en día, el reconocimiento de los derechos legales o morales de los ni?os es algo sobreentendido. Sin embargo, y contrariamente al consenso general que los apoya, siempre se han vuelto a plantear cuestionamientos en cuanto a esta temática durante los últimos decenios. Hay quienes argumentan que los ni?os no son adecuados como sujetos de derecho, y un segundo grupo de objetores opinan que el hecho de reconocer derechos para los ni?os no sirve a los intereses infantiles. En este trabajo se admite que los derechos no pueden proteger la totalidad de los intereses o necesidades de los ni?os, y que por eso es inadecuado utilizar solamente el lenguaje de derecho con respecto a las relaciones paterno-filiales. No obstante, según la tesis de este trabajo, es razonable que a los ni?os se les confieran derechos morales. Como reacción a la primera objeción, se propone un concepto de derecho que permita reconocer también a los ni?os como sujetos de derecho.
Résumé LES DROITS MORAUX DES ENFANTS – La plupart des gens croient aujourd’hui que l’on devrait accorder des droits légaux ou moraux aux enfants. Au cours des dernières décennies, cependant, il y eut plusieurs objections formulées à cette vision des choses. Selon une objection, il ne convient pas que les enfants soient les sujets des droits. Un autre groupe d’objecteurs dit que les intérêts des enfants ne sont pas servis si on leur assigne des droits. Cet article reconna?t que les droits ne suffisent pas pour protéger complètement les besoins et les intérêts fondamentaux des enfants. Il est donc impropre de recourir au language exclusivement légal pour en référer au rapport entre les parents et les enfants. Néanmoins, ainsi que cet article le soutient, il est recommandé de fournir aux enfants des droits moraux. En réponse à l’objection initiale, on propose un concept de droits permettant aux enfants d’être considérés comme sujets des droits, comme des adultes.
Der Autor Johannes Giesinger, Dr. phil., geboren 1972, Studium der Philosophie und P?dagogik an der Universit?t Zürich. T?tigkeit als Gymnasiallehrer für Philosophie. Promotion (2005) mit einer Arbeit zur Frage des p?dagogischen Paternalismus. Publikationst?tigkeit in den Bereichen Philosophiedidaktik und Bildungsphilosophie. Adresse: St.Georgenstrasse 181a, CH-9011 St. Gallen. E-mail: giesinger@st.gallen.ch 相似文献
5.
Johannes Grosser Martina Bientzle Thomas Shiozawa Bernhard Hirt Joachim Kimmerle 《Anatomical sciences education》2019,12(5):478-484
Basic subjects in medical education, such as anatomy, are often taught through teaching formats that do not always sufficiently demonstrate the relevance of this basic information for clinical practice. Accordingly, it is a recent trend in anatomy education to link anatomical information more explicitly to clinical practice. This article presents an online video platform (Tuebingen’s Sectio Chirurgica [TSC]) as one means of explicitly integrating preclinical anatomical knowledge and clinical application. The purpose of the study presented here was to examine the effects of videos through which medical students were educated about Anterior Cruciate Ligament reconstruction. A TSC video about this surgical procedure was compared to a video with a traditional lecture providing the identical information. Participants (n = 114) perceived the TSC video to be superior in comprehensibility of the presentation (P = 0.003) and conceivability of the surgical procedure (P = 0.027), and to be more entertaining (P < 0.001). Moreover, participants in the TSC condition acquired more clinical knowledge than in the lecture condition (P = 0.043) but did not differ in their acquisition of anatomical knowledge. Mediation analyses indicated that the effect on the acquisition of clinical knowledge was mediated by comprehensibility, conceivability, and entertainment. These findings are discussed regarding their implications for medical education in terms of contributing to the general trend of linking preclinical anatomical knowledge to clinical application. A discussion about the limitations of the study and suggestions for future research are also provided. 相似文献
6.
Georg Krammer Barbara Pflanzl Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching. 相似文献
7.
Leg amputation side determines performance in curve sprinting: a case study on a Paralympic medalist
Johannes Funken Kai Heinrich Steffen Willwacher Ralf Müller Jonas Böcker Hiroaki Hobara 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):75-87
The lower limb kinetics of curve sprinting in amputees are not well described in the literature, particularly with respect to the effect of the side of amputation. This is an issue due to the importance of the knowledge for prosthetic design and classification of athletes. Thus, the aim of this study was to investigate the influence of side of amputation on curve sprinting performance in athletes with a unilateral leg amputation. A three-dimensional motion analysis system (Vicon), four force plates (Kistler) and a modified mathematical human model (ALASKA) were used to compare clockwise and counter clockwise curve sprinting lower limb kinematics and kinetics of a Paralympic medalist with a left-sided knee exarticular amputation. Results reveal that vertical ground reaction force application and total vertical impulse were lower when the affected limb was at the inside of the curve. The unaffected limb showed joint mechanics different to those established for non-amputee athletes and might contribute better to propulsion when being the inside limb. Curve sprinting biomechanics and the ability to attain high radial velocities are directly dependent on the side of amputation relative to the curve direction in a unilateral amputee athlete of highest performance level. 相似文献
8.
Johannes Giesinger 《Journal of Philosophy of Education》2012,46(1):100-112
This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others. 相似文献
9.
Johannes Westberg 《History of education》2015,44(4):415-436
The emergence of mass schooling is undoubtedly one of the most significant transformations that took place during the eighteenth and nineteenth centuries. This article takes a new approach to this fundamental issue by analysing the historical conditions required for the construction of school buildings and the advent of mass schooling, in the 1840–1900 period. Using the school building process as a point of departure, the growth of schooling is tied not only to well-known factors such as industrialisation, state formation processes and the decentralisation of school systems, but also to the expansion of the market economy, modernisation of the credit market, liberalisation of the real property market, changes in local tax systems, and the expansion of the building materials market. Thus, a broader and largely novel explanation of the emergence of mass schooling is accomplished. 相似文献
10.
The net neutrality debate is one of several sites of struggles to adapt and redefine rights and obligations of stakeholders in the Internet-centric communications system. Its outcomes will shape the future of the Internet and influence the level and distribution of its benefits. We identify key values that drive the net neutrality discussion and examine the governance mechanisms proposed to achieve these objectives. We find that there is no single policy instrument that allows realization of the range of valued political and economic objectives simultaneously. Contrary to some of the claims advanced in the current debate, safeguarding multiple goals requires a combination of instruments that will likely involve government and nongovernment measures. Furthermore, promoting goals such as the freedom of speech, political participation, investment, and innovation calls for complementary policies. 相似文献