全文获取类型
收费全文 | 142篇 |
免费 | 2篇 |
专业分类
教育 | 115篇 |
科学研究 | 8篇 |
体育 | 11篇 |
信息传播 | 10篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 1篇 |
2017年 | 4篇 |
2016年 | 8篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 27篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1997年 | 2篇 |
1995年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1984年 | 4篇 |
1981年 | 1篇 |
1976年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 2篇 |
1964年 | 2篇 |
1962年 | 1篇 |
1958年 | 2篇 |
1957年 | 1篇 |
1956年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有144条查询结果,搜索用时 15 毫秒
61.
W. D. Halls Stewart Redman Andreas Ziegenbein T. V. Sathyamurthy A. Harry Passow C. H. Dobinson Denis G. Osborne Philip H. Phenix G. W. Parkyn Nicholas Hans Victor Garcia Hoz y Rosales Gerhard Pause John Biggs G. F. Peaker R. P. Clark Rolf Muuss Peter W. Kahl Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):228-256
62.
Prof. Dr. Franz Baeriswyl Christian Wandeler Ulrich Trautwein Katrin Oswald 《Zeitschrift für Erziehungswissenschaft》2006,9(3):373-392
Zusammenfassung Dieser Beitrag untersucht das übertrittsverfahren von der Grundschule in die Sekundarschule I der deutschsprachigen Schulen
des Kantons Freiburg (Schweiz). Das Deutschfreiburger übergangsmodell mit seinen verschiedenen Komponenten wird vorgestellt
und evaluiert. Ein besonderes Augenmerk liegt dabei auf der Frage, ob unerwünschte Effekte des famili?ren Hintergrunds durch
dieses Modell reduziert bzw. eliminiert werden k?nnen. Untersucht wird im Weiteren die übereinstimmung der übertrittsempfehlung
von Eltern und Lehrkr?ften sowie der Prüfungsleistung.
Die Autoren kommen zum Schluss, dass das untersuchte übergangsmodell die Effekte des famili?ren Hintergrunds beim übertritt
von der Primarschule in die Sekundarschule relativ gering h?lt. Der sozio?konomische Hintergrund wirkt sich über die übertrittsempfehlung
von Lehrkr?ften und Eltern auch auf den tats?chlichen übertritt aus; die absoluten Effekte des famili?ren Hintergrunds fallen
jedoch — nach Kontrolle der Schulleistung — insgesamt vergleichsweise schwach aus. Der eingesetzte Bewertungsbogen, den Lehrkr?fte
und Eltern zus?tzlich zu den Noten als Basis für die übergangsempfehlung einsetzen, scheint resistent gegenüber Effekten des
famili?ren Hintergrunds zu sein.
相似文献
63.
64.
65.
Students’ reasoning about electricity: combining performance assessments with argumentation analysis
Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher‐centred versus hands‐on instruction; on the other hand, hands‐on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands‐on approach as well as the concept mapping adaptation were totally new. Our hands‐on approach followed instruction based on “learning at work stations”. A total of 397 high‐achieving fifth graders participated in our study. We used a pre‐test, post‐test, retention test design both to detect students' short‐term learning success and long‐term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher‐centred approach provided higher short‐term learning success, hands‐on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short‐term increase in knowledge. Regularly placed in instruction, it might increase long‐term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes. 相似文献
66.
Stefan Zehetmeier Irina Andreitz Willibald Erlacher Franz Rauch 《Educational Action Research》2013,21(2):162-177
This paper deals with the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme’s impact are provided and discussed. Moreover, implications for future programmes’ planning and implementation are provided. 相似文献
67.
This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module Genetic Fingerprinting were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students’ mental effort (ME) as an index of CL. By clustering the students’ module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings. 相似文献
68.
We surveyed interest in ecology prior, during, and after an ecological unit of 14 lessons (“Ecosystem Lake”). Achievement was assessed in a pretest (T-1), a class test (T-2; used for grading), and a retention test (T-3). We found a main effect of stratification on the level of interest in ecology after the educational unit (pupils from the highest stratification were more interested) but not of gender. As expected, the pre-treatment interest scores showed a highly significant influence on the post-treatment scores. Apart from interest prior to the study, situational interest measured during the educational unit also significantly influenced interest after the treatment. Positive correlations between all 3 interest scales and between interest scales and achievement scores were found. Thus, both predisposition and situational interest influence achievement. However, using regression revealed that prior interest had the strongest impact on achievement. 相似文献
69.
MacNabb C Schmitt L Michlin M Harris I Thomas L Chittendon D Ebner TJ Dubinsky JM 《CBE life sciences education》2006,5(2):144-157
The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. 相似文献
70.
This study examines a channel, students’ nuisance, to explain grade inflation. “Students’ nuisance” is defined by “students’ pestering the professors for better grades.” This paper contains two parts: the game theoretic model and the empirical tests. The model shows that the potential threat of students’ nuisance can induce the professors to inflate grades. Ceteris paribus, a student is more likely to study little and to pester the professor for a better grade if: (1) the professor is lenient; (2) the studying cost is high; (3) the reward from pestering is high; (4) the cost of pestering is low. 相似文献