全文获取类型
收费全文 | 281篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 242篇 |
科学研究 | 7篇 |
各国文化 | 6篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 23篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 9篇 |
2020年 | 2篇 |
2019年 | 9篇 |
2018年 | 17篇 |
2017年 | 11篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 10篇 |
2013年 | 73篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 6篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1969年 | 3篇 |
排序方式: 共有287条查询结果,搜索用时 15 毫秒
261.
This inquiry research builds on the theory of presence in teaching (Rodgers and Raider-Roth 2006) adding nuanced understandings of how school contexts play into teachers’ abilities to support students’ learning. Findings are drawn from multiple interviews with five veteran middle school teachers, teachers’ written work, and field observations. Illustrating these findings is the compelling story of an exemplary teacher’s negotiations of her practice in response to the school’s relational environment. Our findings point to the teacher’s sense of isolation and vulnerability–indicators of the relational context in the school as a threat to undermining her presence. They also create a compelling argument for the importance of a healthy relational context to support teachers’ most powerful teaching, hence students’ learning. 相似文献
262.
Miriam A. D. Wolters 《Educational Studies in Mathematics》1983,14(2):127-138
This article consists of a review of work done by Dutch and Belgian researchers on arithmetical problems, especially word-problems, involving addition and substraction. The purpose of this review is to synthesise the research on the relationship between instruction in the part-whole line diagram and the solution of arithmetical problems. In the discussion part of this paper, these findings are interpreted from a logical (mathematical) as well as from a psychological point of view. 相似文献
263.
Miriam Fonseca 《Int J Intercult Relat》1978,2(3):283-294
Considerable research has been done on personal space, its determinants, methods of measurement, and traits of personality related to it. It is quite certain that personal space aspects are learned, and this accounts for the cultural differences found. This study was an attempt to consider the role of vicarious learning in establishing and changing children's personal space. A second purpose of the experiment was to gather some data on Brazilian boys and girls' personal space dimensions. Subjects: Forty-eight boys and 48 girls attending fifth grade with a mean age of 11 years and five months. Method: Personal space of subjects was measured twice using the Pedersen Personal Space Measure (a simulated pencil and paper measure of personal space). Between the two measurements subjects were submitted to one of the four experimental conditions: Group I saw a model being punished for invasion of personal space; Group II saw the model being rewarded; Group III saw no consequences happen to the model; and Group IV had no exposure to models. Results: The differences between the first and second measurements of personal space revealed that the four groups differed significantly: Group I increased personal space; Group II and group III decreased it; While group IV did not change. The hypothesis that vicarious learning influences the formation and modification of personal space was thus confirmed. As for the exploration on Brazilian children's personal space, it was found that although there were no differences due to sex of the subject, both boys and girls kept significantly smaller distances from girls than from boys, probably revealing social influences. 相似文献
264.
265.
266.
Miriam B. Larson Barbara B. Lockee 《Educational technology research and development : ETR & D》2009,57(1):1-24
The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly
from that of the higher education context where instructional design and technology (IDT) students receive their formal training.
Therefore, faculty should consider how they might provide flexibility in their programs to allow IDT students to experience
the contexts in which they choose to work following graduation. The article reports on the results of a case study of an exemplary
IDT program identified through a national survey. The emphases and preparation practices of faculty in the case study program
were noted to provide an example of how one program successfully prepares its graduates for a variety of career environments,
and specifically for a business and industry environment. By studying the successes and challenges of specific programs, new
or existing programs may gain ideas for building or re-working existing programs to better meet the needs of students desiring
contextualized preparation for different career environments. 相似文献
267.
Challenges for equity policy in changing contexts 总被引:3,自引:0,他引:3
268.
In a longitudinal study, we looked at the link between children'sunderstanding of a morphemically-based orthographic rule and theirawareness of morphemic distinctions. The orthographic rule in question wasthe use of the apostrophe to denote possession in English. Early on in thestudy, we gave the children phonological, semantic/syntactic and morpho-syntactic awareness tasks, and later we gave them a spelling task in whichthey had to write words which were either genitives (e.g., `boy's') ornominative or accusative plurals (e.g., `boys'). Eight- to 10-year-oldchildren found this task difficult, but their performance improved to someextent with age. The morpho-syntactic, but not the phonological orsemantic/syntactic, awareness tasks predicted how well the children placedapostrophes in genitive words and omitted them from plural words. Weconclude that different forms of linguistic awareness affect differentaspects of reading and spelling. Learning about spelling patterns based onmorphemes is heavily influenced by children's morpho-syntactic awarenessbut not, apparently, by other forms of linguistic awareness. 相似文献
269.
The objective of this study was to check attitudes towards mathematics and to analyse if there are differences in attitudes that could be attributed to the type of school, gender, grade, age, the frequency in which mathematical problems were understood, the amount of days dedicated to the study of mathematics, school failure, whether help on the completion of homework was offered and to the self-perception of mathematical performance. A total of 209 students of the 3rd and 4th Grades of basic education in the private school system in Campinas, Sao Paulo, Brazil, were surveyed. They responded to an attitude towards mathematics scale and to a questionnaire for their characterisation, during school hours and in the absence of their mathematics teacher. The average figure on the attitudes scale was 52.718, with a standard deviation of 11.837. Significant statistical differences were found (alpha = 0.05) in the attitudes according to the type of school, the frequency in which the subjects understood the mathematical problems solved in the classroom, grade, age and to the self-perception of mathematical performance. 相似文献
270.