全文获取类型
| 收费全文 | 277篇 |
| 免费 | 3篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 197篇 |
| 科学研究 | 23篇 |
| 各国文化 | 3篇 |
| 体育 | 35篇 |
| 文化理论 | 7篇 |
| 信息传播 | 17篇 |
出版年
| 2022年 | 5篇 |
| 2021年 | 5篇 |
| 2020年 | 4篇 |
| 2019年 | 6篇 |
| 2018年 | 10篇 |
| 2017年 | 12篇 |
| 2016年 | 17篇 |
| 2015年 | 3篇 |
| 2014年 | 8篇 |
| 2013年 | 53篇 |
| 2012年 | 10篇 |
| 2011年 | 4篇 |
| 2010年 | 5篇 |
| 2009年 | 4篇 |
| 2008年 | 8篇 |
| 2007年 | 5篇 |
| 2006年 | 8篇 |
| 2004年 | 8篇 |
| 2003年 | 4篇 |
| 2002年 | 5篇 |
| 2001年 | 5篇 |
| 2000年 | 4篇 |
| 1999年 | 4篇 |
| 1998年 | 3篇 |
| 1996年 | 6篇 |
| 1995年 | 2篇 |
| 1994年 | 4篇 |
| 1993年 | 2篇 |
| 1992年 | 5篇 |
| 1991年 | 4篇 |
| 1990年 | 5篇 |
| 1989年 | 8篇 |
| 1988年 | 3篇 |
| 1987年 | 4篇 |
| 1985年 | 1篇 |
| 1984年 | 4篇 |
| 1983年 | 1篇 |
| 1982年 | 1篇 |
| 1981年 | 2篇 |
| 1980年 | 4篇 |
| 1978年 | 5篇 |
| 1977年 | 4篇 |
| 1976年 | 5篇 |
| 1975年 | 2篇 |
| 1974年 | 1篇 |
| 1972年 | 1篇 |
| 1971年 | 1篇 |
| 1970年 | 3篇 |
| 1969年 | 1篇 |
| 1938年 | 1篇 |
排序方式： 共有282条查询结果，搜索用时 31 毫秒
21.
Jeremie M. Carreau Grégoire Bosselut Stephen D. Ritchie Jean-Philippe Heuzé Scott Arppe 《Journal of Adventure Education & Outdoor Learning》2016,16(3):191-205
This exploratory study was conducted to illuminate aspects relevant to the emergence and evolution of informal roles in a group during a canoe expedition. Following tenets of ethnography, the first author collected observational and interview (conversational and focus group) data while participating as a member of the expedition. Three general dimensions were revealed with regards to emerging and evolving informal roles: context aspects; role occupant aspects; and group member aspects. Informal roles were found to be important structural components which contributed to group productivity and harmony. Findings are discussed in relation to the broader literature while questions are raised regarding how informal roles have been conceptualized. Implications include considering how informal roles relate to individual (e.g. satisfaction) and group (e.g. cohesion) level constructs and how outdoor leaders may benefit from understanding how informal roles emerge and evolve. 相似文献
22.
23.
24.
25.
Angeline Liva Eliane Fijalkow Jacques Fijalkow 《European Journal of Psychology of Education - EJPE》1994,9(4):321-330
Two experiments were conducted to see if teaching poor readers to use inner speech could improve their reading and writing. In the first experiment, there were 8 third grade children, 4 in the experimental group and 4 in the control one, matched from a pre-test of reading. In the experimental group, the children were trained to use inner speech in 27 tasks, from explicit self-speech of the adult and of the child to implicit self-speech by the child alone. The results show significant differences between the two groups in the post-test of reading. In the second experiment, there were 6 students in second grade, 3 in the experimental group and 3 in the control one. In the experimental group, the children were trained to use inner speech in 18 tasks: 6 cognitive tasks that do not require short term memory as in the first experiment, 6 reading tasks, 6 writing tasks. In the experimental group, the children were trained to use self-speech to process the tasks whereas, in the control group, the adult’s help was mostly visual. The results were that the experimental group succeeded significantly better in the post-tests of reading and writing. 相似文献
26.
27.
28.
29.
Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.
Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.相似文献
30.
Jacques vauclair Jo?o Batista Araujo Oviveira Guy Neave Abdel Aziz Koussy 《Prospects》1976,6(2):306-309