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91.
Innovative strategies in inquiry-based learning are recognized as improving the quality of higher education learning, but
there is a need to explore whether and how these strategies promote the development of professional identity among undergraduates.
In this article we describe an inquiry-based course, situated in a European context, which is designed to support students’
professional identity development through reflective practice; and we present the assessment of students’ learning outcomes.
Results highlight the key roles of field research, peer groups, and a narrative approach in promoting positive student attitudes
toward reflecting on their production of knowledge and in developing their professional identity. 相似文献
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This paper aims to draw the attention of teachers of basic university physics courses towards students' problems concerning the interpretation of the symbolic language used in the discipline. Specific difficulties found in the first course of physics, related to different kinds of statements expressed in mathematical language, are pointed out and analysed, and some suggestions are made to cope with them during instruction. It could be concluded that teachers may need only to reflect and comment on the virtues of making explicit the semantic and syntactic aspects of formal languages as they teach physics. 相似文献
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Gonda Pickl Andrea Holzinger Silvia Kopp-Sixt 《International Journal of Inclusive Education》2016,20(8):828-843
In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings. 相似文献
97.
A 2x3x2 between-subjects experiment tested the effect of informational utility on selective exposure to online news stories. Trait coping styles were tested as moderators of informational utility. Informational utility intensity, characterized by greater magnitude, likelihood, and immediacy, increased selective exposure. A fourth dimension, efficacy, did not yield a main effect or moderate other message factors. However, coping styles demonstrated the proposed interactions. Individuals low on avoidant coping browsed messages with high informational utility longer than messages with low utility. Those low on problem-focused coping spent more time with high-efficacy messages; those high on problem-focus spent more time with low-efficacy messages. 相似文献
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Fang-Ying Yang Shiang-Yao Liu Chung-Yuan Hsu Guo-Li Chiou Hsin-Kai Wu Ying-Tien Wu Sufen Chen Jyh-Chong Liang Meng-Jung Tsai Silvia W.-Y. Lee Min-Hsien Lee Che-Li Lin Regina Juchun Chu Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344
The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science. 相似文献
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Umberto Cesar Corrêa Silvia Teixeira de Pinho Silvia Letícia da Silva Fabian Alberto Romero Clavijo Thiago de Oliveira Souza Go Tani 《Journal of sports sciences》2016,34(24):2321-2328
ABSTRACTThis study aimed to investigate why futsal players decide to dribble. For this purpose, we analysed 396 trials comprising the dribbles (n = 132), passes (n = 131) or shots (n = 133), performed by 70 male futsal players. Passing and shooting angles, and interpersonal distance, including their rates of change (velocity and variability), were regarded as measures of interpersonal coordination tendency and a comparison was made among dribbling, passing and shooting situations. In addition, the variables identified as constraints on deciding to dribble were analysed in relation to age categories, dribbling outcomes and futsal court zone. Results revealed that passing and shooting angles, and interpersonal distance showed higher variability in dribbling than in passing and shooting situations. The findings allowed us to conclude that decision-making on dribbling was influenced by the variabilities of passing angles as well as shooting and interpersonal distance, and that success in dribbling was affected by the variability of interpersonal distance. Such variabilities were interpreted concerning their meaning of risk and/or uncertainty in the execution of motor skills. 相似文献