全文获取类型
收费全文 | 740篇 |
免费 | 10篇 |
专业分类
教育 | 591篇 |
科学研究 | 36篇 |
各国文化 | 10篇 |
体育 | 47篇 |
文化理论 | 4篇 |
信息传播 | 62篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 5篇 |
2019年 | 28篇 |
2018年 | 26篇 |
2017年 | 25篇 |
2016年 | 26篇 |
2015年 | 19篇 |
2014年 | 21篇 |
2013年 | 171篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 18篇 |
2009年 | 14篇 |
2008年 | 17篇 |
2007年 | 18篇 |
2006年 | 16篇 |
2005年 | 16篇 |
2004年 | 14篇 |
2003年 | 15篇 |
2002年 | 18篇 |
2001年 | 9篇 |
2000年 | 10篇 |
1999年 | 12篇 |
1998年 | 8篇 |
1996年 | 8篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 9篇 |
1992年 | 12篇 |
1991年 | 7篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 8篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1974年 | 4篇 |
1971年 | 7篇 |
1868年 | 3篇 |
1865年 | 3篇 |
排序方式: 共有750条查询结果,搜索用时 15 毫秒
91.
The elaboration theory of instruction: A model for sequencing and synthesizing instruction 总被引:1,自引:2,他引:1
Charles M. Reigeluth M. David Merrill Brent G. Wilson Reginald T. Spiller 《Instructional Science》1980,9(3):195-219
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions. 相似文献
92.
This study investigates four seventh-grade teachers' awareness of students' tendency to conjoin or 'finish' open expressions. It also investigates teachers' ways of coping with this tendency. Three types of data were collected: 1) lesson plans, 2) lesson observations, and 3) post-lesson interviews. The analysis showed that the two experienced teachers were aware of this tendency and some of its possible sources, while the novices were unaware of either. Teaching approaches related to this tendency also differed considerably. In conclusion we analyze these teaching methods in light of the existing literature and discuss possible short- and long-term implications of the use of each approach. 相似文献
93.
This study was designed to examine the relationship between syntactic awareness and reading performance. A major concern was to provide an estimate of the effect of syntactic training that was not confounded with training that focused on semantic features of words. The training exercises used in the study focused on all levels of syntactic awareness in order that the effect of such training could be assessed on students’ performance on tasks that tapped each of the levels. Results of this study showed that syntactic awareness could be improved through training. The effect was stable, being apparent at the two post-test times. However, no evidence was found for a systematic effect of improved syntactic awareness on reading ability. Moreover, syntactic training did not show any greater effect than no treatment or semantic training on children’s grammatic comprehension, their ability to use fix-up strategies, or on their general reading ability score. Training had a different impact on the accuracy of oral reading for the syntactic and semantic training groups. Thus, in terms of the developmental sequence of syntactic awareness proposed by Gombert (1992), children trained in the cloze procedure improved at the two highest levels, whilst showing neither a corresponding change in the lower levels of awareness, nor improved functional reading performance. 相似文献
94.
95.
Shaoan Zhang Qingmin Shi Stephen Tonelson Jack Robinson 《Teaching and Teacher Education》2009,25(8):1117-1124
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education. 相似文献
96.
Past research demonstrates that children learn from a previously accurate speaker rather than from a previously inaccurate one. This study shows that children do not necessarily treat a previously inaccurate speaker as unreliable. Rather, they appropriately excuse past inaccuracy arising from the speaker's limited information access. Children ( N = 67) aged 3, 4, and 5 years aimed to identify a hidden toy in collaboration with a puppet as informant. When the puppet had previously been inaccurate despite having full information, children tended to ignore what they were told and guess for themselves: They treated the puppet as unreliable in the longer term. However, children more frequently believed a currently well-informed puppet whose past inaccuracies arose legitimately from inadequate information access. 相似文献
97.
98.
Drawing on results from psychology and from cultural and linguistic studies, we argue for an increased focus on developing
quantity sense in school mathematics. We explore the notion of “feeling number”, a phrase that we offer in a twofold sense—resisting
tendencies to feel numb-er (more numb) by developing a feeling for numbers and the quantities they represent. First, we distinguish
between quantity sense and the relatively vague notion of number sense. Second, we consider the human capacity for quantity
sense and place that in the context of related cultural issues, including verbal and symbolic representations of number. Third
and more pragmatically, we offer teaching strategies that seem helpful in the development of quantity sense coupled with number
sense. Finally, we argue that there is a moral imperative to connect number sense with such a quantity sense that allows students
to feel the weight of numbers. It is important that learners develop a feeling for number, which includes a sense of what
numbers are and what they can do. 相似文献
99.
Brent K. Jesiek Maura Borrego Kacey Beddoes 《European Journal of Engineering Education》2010,35(2):117-134
Findings are presented from a series of moderated interactive sessions held at international engineering education conferences between July 2007 and December 2008, where attendees discussed the current state and future trajectory of engineering education research. More specifically, this study examines how session attendees described: (1) the relationship between engineering education research and educational practice, policy considerations and industry; (2) important stakeholders, mechanisms/strategies and challenges for relating research to practice, policy and industry. Thematic analysis and open coding procedures were used to analyse the data collected at each session. In summary, frequent discussion and widespread consensus was observed about the need to relate engineering education research to the practice of engineering teaching. Discussions about relating research to policy and industry remain formative, but appear to be gaining traction. The paper concludes by proposing a cyclic model to better conceptualise how engineering education research can be strategically related to practice, profession and industry across diverse local and global contexts. 相似文献
100.