全文获取类型
收费全文 | 310篇 |
免费 | 3篇 |
专业分类
教育 | 245篇 |
科学研究 | 15篇 |
各国文化 | 2篇 |
体育 | 30篇 |
信息传播 | 21篇 |
出版年
2023年 | 2篇 |
2021年 | 8篇 |
2020年 | 10篇 |
2019年 | 9篇 |
2018年 | 9篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 3篇 |
2014年 | 10篇 |
2013年 | 84篇 |
2012年 | 6篇 |
2011年 | 5篇 |
2010年 | 9篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 10篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1958年 | 1篇 |
1948年 | 1篇 |
1947年 | 1篇 |
1932年 | 1篇 |
1923年 | 1篇 |
1921年 | 1篇 |
1868年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有313条查询结果,搜索用时 15 毫秒
1.
2.
How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
3.
4.
Carmel McNaught Dianne Raubenheimer Margaret Keogh Rob O'Donoghue Jim Taylor 《Research in Science Education》1992,22(1):291-298
This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need
to be explored in science curriculum development: debates about the nature of science, of society, of school science content
and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined
of a network of science curriculum action which has developed from the work of a range of science education projects in Natal,
South Africa.
Specializations: science curriculum development from primary to tertiary level.
Specializations: inservice primary science teacher development.
Specializations: inservice teacher development, biology education.
Specializations: environmental education, teacher development.
Specializations: environmental education, teacher development. 相似文献
5.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
6.
AbstractIn this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made. 相似文献
7.
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献
8.
The link is equitability 总被引:1,自引:1,他引:1
Dianne S. Peters 《Research in higher education》1974,2(1):57-64
9.
10.
Dianne Mulcahy 《International Journal of Lifelong Education》2013,32(6):506-524
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable access to this knowledge and skill and secure its foundational role. Other knowledge and skill - that is, knowledge and skill that is situated and not easily visible and expressible - is seemingly rendered redundant. This paper discusses the role and significance of situated practises in competency-based training (CBT), most particularly embodied knowledge and tacit skills. Using empirical material collected in the course of a recent research project on CBT, the argument is made that the body, as currently constituted in VET products, is understood more as a symbolic/informational than material/physical entity. This understanding gives rise to a ‘thin’ conception of vocational competence and, sometimes, a thin practise of developing this competence. More broadly, the body is a critical site of contestation between radically different goals (e.g. industrial/educational, global/local). Bodily specificity (e.g. tacit skills, experienced judgement) can be mobilized to challenge the universalizing impulses of CBT. Indeed, this specificity completes or is necessary to these impulses. It plays a constitutive role in the practice of vocational education and training and could, with profit, be more fully recognized and supported in its policy. 相似文献