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   312篇
  免费   7篇
  国内免费   1篇
教育   263篇
科学研究   9篇
体育   15篇
文化理论   4篇
信息传播   29篇
  2024年   1篇
  2023年   3篇
  2022年   9篇
  2021年   12篇
  2020年   13篇
  2019年   20篇
  2018年   23篇
  2017年   32篇
  2016年   21篇
  2015年   6篇
  2014年   18篇
  2013年   51篇
  2012年   19篇
  2011年   5篇
  2010年   11篇
  2009年   8篇
  2008年   6篇
  2007年   7篇
  2006年   4篇
  2005年   7篇
  2004年   4篇
  2003年   3篇
  2002年   8篇
  2001年   2篇
  2000年   2篇
  1999年   1篇
  1998年   4篇
  1997年   3篇
  1996年   1篇
  1995年   1篇
  1993年   2篇
  1992年   2篇
  1991年   1篇
  1990年   1篇
  1987年   1篇
  1986年   1篇
  1981年   1篇
  1977年   2篇
  1976年   2篇
  1975年   1篇
  1974年   1篇
排序方式: 共有320条查询结果,搜索用时 15 毫秒
41.
This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual’s multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I identify the intersection of learning for sustainability and pluralism in three themes: learning as transformation, learning as participation and learning about identities and spaces. The reflections on what kind of learning outdoor education could seek to promote potentially help the field to clarify its role as a sustainable education approach. A programme designed to be responsive to both sustainability and pluralism would enable learners to explore the multifacetedness of a location and provide space for them to share and exchange individual experiences, perceptions and worldviews.  相似文献   
42.
43.
Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented.  相似文献   
44.
45.
Students experience a variety of emotions following achievement outcomes which stand to influence how they learn and perform in academic settings. However, little is known about the link between student outcome emotions and dimensions of performance feedback in computer-based learning environments (CBLEs). Understanding the dynamics of this relationship is particularly important for high-stakes, competency-based domains such as medical education. In this study, we examined the relationship between medical students’ (N = 30) outcome emotion profiles and their performance on a diagnostic reasoning task in the CBLE, BioWorld. We found that participants could be organized into distinct emotion groups using k-means cluster analyses based on their self-reported outcome emotion profiles: an expected positive emotion cluster and negative emotion cluster and an unexpected low intensity emotion cluster. A clear relationship was found between emotion clusters and diagnostic performance such that participants classified to the positive emotion cluster had the highest performance; those classified to the negative emotion cluster had the lowest performance; and those classified to the low intensity emotion cluster had performance outcomes that fell between the other two. Our discussion focuses on the theoretical implications of emotion classification and design recommendations for learning environments and emotional interventions in computer-based contexts.  相似文献   
46.
The issue of implementing large-scale reforms has played an important role both in the past as well as in current debates on structural changes and quality measures in education. When putting reforms into practice, individual schools and their leaders, who take a key role in reform processes, are focused. In the context of a comprehensive school reform in Berlin, this contribution presents an implementation of the Stages of Concern Questionnaire (SoCQ, Hall and Hord 2011), which intends to assess the degree of participants’ engagement with innovations in a phased respectively stepwise approach. Recently, the SoCQ questionnaire has been used to build different profiles or types of engagement in reform. Based on N?=?196 school leaders, latent profile analyses thus served to identify five types of profiles. Altogether, they indicate that the majority of school leaders are ready to implement the reform and contribute to its optimization. A rather small group remained skeptical with regard to the school reform. With respect to individual leadership characteristics, differences in profile composition could be found for gender, school type, and professional experience.  相似文献   
47.
Zoo educators are important communicators of the targets in education for sustainable development and therefore carry great responsibility for global environmental change. However, German zoo educators form a heterogeneous group, many of them working in non-permanent job positions and facing multiple challenges at work. Applying the job demands-resources model, our study aims at revealing factors influencing zoo educators’ job strain. Our data from eight in-depth interviews with German zoo educators confirm that they perceive common factors known from other studies, such as demands (e.g. workload) and resources (e.g. supervisory support). Besides this, job-specific factors were identified (e.g. working with humans and animals). The demands zoo educators mentioned could be classified either as job hindrances (e.g. lack of equipment) or job challenges (e.g. learning). Future studies should quantify these results to facilitate the development of appropriate measures to reduce educators’ job strain, thus enhancing their performance.  相似文献   
48.
This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.  相似文献   
49.
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.  相似文献   
50.
Science educators have long been concerned with how formal schooling contributes to learners’ capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of evidence, critique methods, and other factors upon which evidence evaluation rests, evaluating sources and potential biases, and so on. Although the general discourse on education commonly suggests students are bad at such things, we review cognitive development research that demonstrates children display a variety of capabilities, even at early ages, that can be productively built upon by formal science instruction. We use this research to suggest some possibilities for formal schooling to develop children's capacities for evaluating claims within the pursuit of personally meaningful goals. We conclude with observations of useful directions our analysis opens to research.  相似文献   
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