首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   314篇
  免费   2篇
教育   258篇
科学研究   4篇
各国文化   4篇
体育   7篇
文化理论   1篇
信息传播   42篇
  2022年   1篇
  2021年   1篇
  2020年   4篇
  2019年   5篇
  2018年   9篇
  2017年   9篇
  2016年   12篇
  2015年   6篇
  2014年   14篇
  2013年   64篇
  2012年   14篇
  2011年   16篇
  2010年   9篇
  2009年   9篇
  2008年   8篇
  2007年   7篇
  2006年   6篇
  2005年   11篇
  2004年   9篇
  2003年   4篇
  2002年   6篇
  2001年   9篇
  2000年   4篇
  1999年   8篇
  1998年   1篇
  1997年   5篇
  1996年   5篇
  1995年   2篇
  1994年   6篇
  1993年   3篇
  1992年   6篇
  1991年   4篇
  1990年   3篇
  1989年   5篇
  1988年   5篇
  1986年   2篇
  1985年   5篇
  1984年   3篇
  1983年   1篇
  1982年   2篇
  1981年   2篇
  1980年   1篇
  1979年   1篇
  1978年   2篇
  1977年   1篇
  1976年   2篇
  1975年   1篇
  1973年   2篇
  1965年   1篇
排序方式: 共有316条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large‐enrollment college science course that satisfies a core curriculum requirement. Based on a social‐cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster science achievement. Structural equation modeling was used to examine the hypothesized relationships among the variables. The students' motivation, as measured by the Science Motivation Questionnaire (SMQ), had a strong direct influence on their achievement, as measured by their science grade point average. The students' motivation was influenced by their belief in the relevance of science to their careers. This belief was slightly stronger in women than men. Essays by the students and interviews with them provided insight into their motivation. The model suggests that instructors should strategically connect science concepts to the careers of nonscience majors through such means as case studies to increase motivation and achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1088–1107, 2007  相似文献   
5.
Computer generated images are being used to provide text and diagrams for lectures. These images are then openly available to first year undergraduates in the Department of Mechanical Engineering and Manufacturing Systems at the University of Northumbria. A large lecture theatre is fitted with a computer-driven overhead projector and is used to display the files to over one hundred students. The image files and a text file commentary are provided, via automated routines on department computers, for students to copy onto their own discs.
The images are produced in a compressed and self displaying form, allowing all the material for the course to be contained on a single 1.4Mb floppy disc. All the material associated with these lectures is held on magnetic media.
This paper describes the method used, comments on some of the practical problems of using the method, and gives some of the student reaction to it.  相似文献   
6.
7.
Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists.  相似文献   
8.
This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.  相似文献   
9.
Our findings from a survey study of retired educators (N – 373) confirm that reasons for the retirement decision have changed over time. Long‐term retirees were found to stress the influence of statutory imperatives in leaving the workplace, whereas the recently retired, and women in particular, were more likely to cite factors related to personal interest and life‐style. Results suggest that university personnel programs engaged in retirement life planning need to be responsive to retirees' changing needs.  相似文献   
10.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号