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51.
Gale E. Jensen 《The Educational forum》2013,77(4):475-477
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This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of conceptual change. 相似文献
53.
Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quantified and improvements in students' academic achievement can be solely attributed to and/or sole responsibility placed on the pedagogic strategies employed by teachers. Drawing on the theoretical resources of Foucault and Bourdieu, the paper argues further that teacher effectiveness research is flawed in both means and ends. It concludes that in its ranking of student and teacher performance, such research actually works against the purposes of education; specifically, authentic teaching and learning. 相似文献
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The study examines the teaching and learning of science in an urban high school characterised by African American students
from conditions of relative poverty. An interpretive study was undertaken involving a research team that included the teacher
in the study and a student from the school. Despite the teacher's effort to enact a curriculum that was transformative the
students resisted most of his efforts to enhance their learning. The study highlights the difficulties of engaging students
when they lack motivation to learn and attend sporadically. In an era of standards-oriented science in which all students
are expected to achieve at a high level, it is essential that research identify ways to tailor the science curriculum to the
needs and interests of students. 相似文献
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This article considers the issue of predicting violence committed by students on school campuses through the use of school discipline indices such as office referrals, suspensions, and expulsions. The existing research on incidents of school discipline markers is reviewed as well as sources of variation due to student characteristics and classroom or school‐wide practices. Challenges in making accurate predictions about future behavior at school are outlined. © 2001 John Wiley & Sons, Inc. 相似文献
58.
Drew Bush Renee Sieber Gale Seiler Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists. 相似文献
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ABSTRACTThe purpose of this study was to quantify possible differences in sprint mechanical outputs in soccer according to soccer playing standard, position, age and sex. Sprint tests of 674 male and female players were analysed. Theoretical maximal velocity (v0), horizontal force (F0), horizontal power (Pmax), force-velocity slope (SFV), ratio of force (RFmax) and index of force application technique (DRF) were calculated from anthropometric and spatiotemporal data using an inverse dynamic approach applied to the centre-of-mass movement. Players of higher standard exhibited superior F0, v0, Pmax, RFmax and DRF scores (small to large effects) than those of lower standard. Forwards displayed clearly superior values for most outputs, ahead of defenders, midfielders and goalkeepers, respectively. Male >28 y players achieved poorer v0, Pmax and RFmax than <20, 20–24 and 24–28 y players (small to moderate), while female <20 y players showed poorer values than 20–24 and >24 y players for the same measures (small). The sex differences in sprint mechanical properties ranged from small to very large. These results provide a holistic picture of the force-velocity-power profile continuum in sprinting soccer players and serve as useful background information for practitioners when diagnosing individual players and prescribing training programmes. 相似文献
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