全文获取类型
收费全文 | 1282篇 |
免费 | 15篇 |
国内免费 | 1篇 |
专业分类
教育 | 978篇 |
科学研究 | 86篇 |
各国文化 | 23篇 |
体育 | 77篇 |
文化理论 | 18篇 |
信息传播 | 116篇 |
出版年
2020年 | 12篇 |
2019年 | 34篇 |
2018年 | 52篇 |
2017年 | 43篇 |
2016年 | 40篇 |
2015年 | 35篇 |
2014年 | 36篇 |
2013年 | 245篇 |
2012年 | 29篇 |
2011年 | 38篇 |
2010年 | 23篇 |
2009年 | 33篇 |
2008年 | 45篇 |
2007年 | 29篇 |
2006年 | 30篇 |
2005年 | 34篇 |
2004年 | 35篇 |
2003年 | 28篇 |
2002年 | 24篇 |
2001年 | 27篇 |
2000年 | 26篇 |
1999年 | 26篇 |
1998年 | 13篇 |
1997年 | 13篇 |
1996年 | 20篇 |
1995年 | 17篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 17篇 |
1991年 | 11篇 |
1990年 | 17篇 |
1989年 | 11篇 |
1988年 | 14篇 |
1987年 | 13篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 13篇 |
1983年 | 16篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1977年 | 8篇 |
1976年 | 8篇 |
1974年 | 6篇 |
1971年 | 7篇 |
1969年 | 7篇 |
1966年 | 5篇 |
1868年 | 5篇 |
1828年 | 6篇 |
排序方式: 共有1298条查询结果,搜索用时 15 毫秒
21.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
22.
The rapid development of ICT (information technology and communication) in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC (Autonomous University of Baja California), the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers' backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey (68). It was found that the highest percentage (33%) of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers' preference. In general, teachers expressed using the three main communication tools of online education: forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi 相似文献
23.
24.
Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg 总被引:1,自引:0,他引:1
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses. 相似文献
25.
Transforming engagement: a case study of building intrinsic motivation in a child with autism 下载免费PDF全文
Jackie Dearden Anne Emerson Tom Lewis Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25
This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described. 相似文献
26.
Child abuse: adolescent records vs. adult recall 总被引:4,自引:1,他引:4
In a follow-up study of incarcerated Connecticut youth, 69 subjects were interviewed during young adulthood. On follow-up, 26 gave histories of abuse discrepant with histories obtained from records and interviews conducted in adolescence. Eleven subjects agreed to an additional clarification interview, at which time they were apprised of the discrepancies. Of these, eight had adolescent records indicating that abuse had occurred but denied abuse during the adult follow-up interview. The remaining three had adolescent records indicating no abuse had ever occurred, but, on follow-up, reported having been abused. The additional clarification interviews revealed that all 11 subjects with discrepant histories had, in fact, been abused. Reasons for these discrepant data and strategies to enhance the investigator's ability to obtain accurate data regarding abuse are discussed. 相似文献
27.
2006年11月21日,澳大利亚http://www.wsws.org网站刊登了尼克·比姆斯题为《弗里德曼:使社会倒退的"自由市场"设计师》的文章,认为弗里德曼的理论受到重视不是因为其科学性,而是因为他为垄断资本的全球扩张提供了一个意识形态外衣,他的理论在科学上是一种倒退,而且实际上也导致社会倒退.文章主要内容如下. 相似文献
28.
Student Finance and Widening Participation in the British Isles: Common Problems, Different Solutions 总被引:1,自引:0,他引:1
Nick Adnett 《Higher Education Quarterly》2006,60(4):296-311
Across the British Isles there are common forces encouraging an expansion of higher education (HE) while constraining the ability and willingness of governments to finance it. We examine the nature of these forces and conclude that together they are likely to lead over time to the general taxpayer funding a declining share of HE costs. While there are some potential efficiency and social equity benefits from reforms of student finance motivated by switching more of the costs towards students and their parents, the likely impact of these reforms on widening participation is unclear. We examine the current student finance systems in the British Isles and assess whether or not a system based upon income‐contingent student loans, means‐tested grants and targeted bursaries can deliver both the desired expansion and widening access. 相似文献
29.
Tyson E. Lewis 《Educational theory》2019,69(2):169-183
In this article, Tyson E. Lewis argues for an alternative form of educational attunement beyond attentiveness. Discourses and practices of schooling emphasize being attentive as a primary educational virtue. This emphasis casts distraction as either the negation of attention or its deterioration. In either case, distraction lacks educational use and, as such, must be overcome through the cultivation of attention. Yet this approach to the question of attention versus distraction misses how distraction contains within itself a different kind of educational potentiality, a different kind of educational attunement. In an attempt to carve out space and time for distraction, Lewis turns to the writings of Walter Benjamin who offers up a more complex view of distraction than is presently found in educational philosophy. In particular, Benjamin argues that cities are not only places of negative forms of distraction (as mere diversions), but also places for cultivating productive distraction in the form of an open and alert attunement to new ways of experiencing and perceiving the relationship between world and self. Cities, for Benjamin, become educational spaces that teach lessons in a distracted form of life, the culmination of which is the creativity expressed in what he refers to as “the art of straying.” 相似文献
30.
Rees Lewis Daniel G. Gerber Elizabeth M. Carlson Spencer E. Easterday Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982
Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,... 相似文献