全文获取类型
收费全文 | 1215篇 |
免费 | 29篇 |
专业分类
教育 | 1047篇 |
科学研究 | 32篇 |
各国文化 | 22篇 |
体育 | 47篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 88篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 18篇 |
2020年 | 20篇 |
2019年 | 30篇 |
2018年 | 66篇 |
2017年 | 63篇 |
2016年 | 60篇 |
2015年 | 29篇 |
2014年 | 36篇 |
2013年 | 326篇 |
2012年 | 42篇 |
2011年 | 33篇 |
2010年 | 29篇 |
2009年 | 28篇 |
2008年 | 38篇 |
2007年 | 31篇 |
2006年 | 28篇 |
2005年 | 36篇 |
2004年 | 28篇 |
2003年 | 17篇 |
2002年 | 18篇 |
2001年 | 19篇 |
2000年 | 18篇 |
1999年 | 14篇 |
1998年 | 14篇 |
1997年 | 11篇 |
1996年 | 16篇 |
1995年 | 13篇 |
1994年 | 7篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 8篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 6篇 |
1971年 | 5篇 |
排序方式: 共有1244条查询结果,搜索用时 31 毫秒
111.
Using the need for math skills in geoscience courses as an example, Helen E. Burn and Eric M. D. Baer from Highline Community College and Jennifer M. Wenner from the University of Wisconsin Oshkosh make the case for just‐in‐time embedded remediation to improve student learning while using class time efficiently. 相似文献
112.
113.
114.
Drawing on eight years of observation and correspondence from the Aropä project, we report on the issues important to academics who conduct on-line student peer-review activities, and the features they request to support their own instructional designs. The Aropä project is unusually broad, having so far supported over 100 instructors at 20 institutions across nine countries, almost one thousand activities, and more than 36,000 individual students. As the designers, developers, maintainers and advisors of an evolving and widely used tool, we use our unique position to report on the perspectives and priorities of instructors and students in this important and developing field. 相似文献
115.
This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice. 相似文献
116.
Targeted Tuition Delivered by Personal Videoconferencing for Students with Mathematical Learning Difficulties
下载免费PDF全文
![点击此处可从《Learning disabilities research & practice》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The effectiveness of an individual, conceptual instruction‐based tuition program delivered by personal videoconferencing (PVC), compared to face‐to‐face (FtF) delivery for 30 upper primary and middle school students with mathematical learning difficulties (MLD), is described in this article. The experimental intervention targeted number sense, conceptual understandings of mathematical operations, and fluency with basic number facts. Results showed that significant improvements were achieved in accuracy on basic number fact tasks and standardized test results for both experimental groups. Implications for students with MLD living regionally and remotely are discussed. 相似文献
117.
118.
119.
Glenda A. Gunter Robert F. Kenny Erik H. Vick 《Educational technology research and development : ETR & D》2008,56(5-6):511-537
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way. 相似文献
120.
Helen Corkill 《美中教育评论》2008,5(1):1-8
Higher education in the United Kingdom is currently undergoing major changes. In the foreseeable future, it will also undergo farther change. The nature of these changes can be attributed to several key areas-government demand for change, industry demand for change and student demand for change. The UK, like many other major economies and not for the first time in recent history, is having to face the implications of severe skills shortages in its workforce, coupled with the increasing competitiveness of more globalised workforees and workplaces. A recent major government report has set out the country's skills agenda until 2020 and UK higher education is starting to wrestle with the implications of these changes, some of which challenge the traditional preserves of university education. This paper will focus on the implications of these skills shortages and the impact that is having on UK higher education. In particular, reference will be made to the impact of the new 2 years vocational Foundation Degrees, to the shift from supply-led to demand-led higher education, the increasing integration and tensions of work-based learning and to the accreditation of Continuous Professional Development (CPD) within an academic framework. This paper presents one story of the growing and changing relationship between higher education and industry. 相似文献