全文获取类型
收费全文 | 707篇 |
免费 | 12篇 |
专业分类
教育 | 548篇 |
科学研究 | 40篇 |
各国文化 | 12篇 |
体育 | 36篇 |
文化理论 | 6篇 |
信息传播 | 77篇 |
出版年
2023年 | 7篇 |
2022年 | 6篇 |
2021年 | 8篇 |
2020年 | 21篇 |
2019年 | 23篇 |
2018年 | 23篇 |
2017年 | 27篇 |
2016年 | 32篇 |
2015年 | 14篇 |
2014年 | 12篇 |
2013年 | 176篇 |
2012年 | 18篇 |
2011年 | 11篇 |
2010年 | 19篇 |
2009年 | 15篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 12篇 |
2005年 | 8篇 |
2004年 | 14篇 |
2003年 | 12篇 |
2002年 | 6篇 |
2001年 | 10篇 |
2000年 | 15篇 |
1999年 | 5篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 10篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 8篇 |
1980年 | 4篇 |
1979年 | 10篇 |
1978年 | 10篇 |
1976年 | 3篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1972年 | 5篇 |
排序方式: 共有719条查询结果,搜索用时 312 毫秒
11.
Studies of advanced expertise development in a number of areas are reviewed in order to provide general suggestions about the elements of clinical training that might enhance counseling and educational psychology expertise. The emphasis of the discussion is on the connections between classroom instruction and practicum or internship experiences. Recommendations include changes in the sequencing, context, knowledge content, practice conditions, and motivational support provided to students. 相似文献
12.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
13.
OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability. 相似文献
14.
Marcia Roe Clark 《About Campus》2006,11(3):2-8
Students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their suburban or rural counterparts. A veteran of multiple types of campus environments offers insight into the lives of these students and suggests strategies for helping college urbanites thrive. 相似文献
15.
Jennifer Clark 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):623-639
AbstractThis paper examines prime minister Robert Menzies decision to support science education in Australian schools in 1963. This was a landmark shift in policy for the federal government, but in many ways mirrors the decision of Eisenhower who brought down the National Defense Education Act (NDEA) in 1958. The paper uses a transnational approach to offer a new way of looking at the 1963 decision by focusing on the need for science education and the environment which supported science advocacy rather than the traditional interpretation of political expediency to court the Catholic vote. 相似文献
16.
Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
17.
18.
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
Douglas B. ClarkEmail: |
19.
Phillip G. Clark 《Educational gerontology》2013,39(6):427-431
The interest around intergenerational programs and the fostering of intergenerational relationships is growing internationally. However, studies on the profile and functions of intergenerational program managers are still scarce. Furthermore, available approaches to the traits and functions of intergenerational program managers have not highlighted which features are distinctive of these professionals. Through a Delphi study undertaken in Spain, with participation of 18 intergenerational program managers and 12 intergenerational specialists, consensus was reached around characteristics of both the general profile of intergenerational program managers and the specificities of this occupational role. On the one hand, being able to work on a team, having skills for observation and contextual analysis, and being skilled at managing resources were identified as the most important general characteristics. On the other hand, being good at promoting contacts, social relationships, interactions, and bonds was deemed to be the most distinctive feature of this profile. After contrasting our results with international guidelines and standards for intergenerational work, the need to develop and reinforce further the relational nature of this professional figure is argued. 相似文献
20.
Stated learning objectives for final year projects tend to be fairly generic. As a result, individual students' experience of project work will depend heavily on the attitudes and beliefs of their supervisor. This paper questions the purpose of projects in the computing curriculum and proposes a personal theory of teaching through projects. In deciding whether such a personal theory should emphasize disciplinary specific content or an experiential approach to learning we consider teaching and learning as a process of enculturation. The personal theory of teaching proposed envisages projects as an opportunity for students to engage in realistic activity which allows them to learn something of the nature of the discipline. The student may be thought of as being on a journey, while the supervisor takes the role of a guide pointing out alternatives along the route but allowing students ultimately to find their own way. 相似文献