全文获取类型
| 收费全文 | 840篇 |
| 免费 | 16篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 709篇 |
| 科学研究 | 16篇 |
| 各国文化 | 10篇 |
| 体育 | 55篇 |
| 文化理论 | 4篇 |
| 信息传播 | 63篇 |
出版年
| 2023年 | 5篇 |
| 2022年 | 7篇 |
| 2021年 | 9篇 |
| 2020年 | 20篇 |
| 2019年 | 34篇 |
| 2018年 | 37篇 |
| 2017年 | 32篇 |
| 2016年 | 32篇 |
| 2015年 | 19篇 |
| 2014年 | 31篇 |
| 2013年 | 234篇 |
| 2012年 | 18篇 |
| 2011年 | 22篇 |
| 2010年 | 19篇 |
| 2009年 | 17篇 |
| 2008年 | 15篇 |
| 2007年 | 27篇 |
| 2006年 | 19篇 |
| 2005年 | 15篇 |
| 2004年 | 15篇 |
| 2003年 | 14篇 |
| 2002年 | 11篇 |
| 2001年 | 10篇 |
| 2000年 | 18篇 |
| 1999年 | 11篇 |
| 1998年 | 5篇 |
| 1997年 | 5篇 |
| 1996年 | 4篇 |
| 1995年 | 6篇 |
| 1994年 | 5篇 |
| 1993年 | 9篇 |
| 1992年 | 12篇 |
| 1991年 | 9篇 |
| 1990年 | 8篇 |
| 1989年 | 9篇 |
| 1988年 | 8篇 |
| 1987年 | 7篇 |
| 1986年 | 6篇 |
| 1985年 | 6篇 |
| 1984年 | 11篇 |
| 1983年 | 5篇 |
| 1982年 | 5篇 |
| 1980年 | 4篇 |
| 1978年 | 6篇 |
| 1977年 | 4篇 |
| 1976年 | 6篇 |
| 1975年 | 3篇 |
| 1974年 | 3篇 |
| 1970年 | 3篇 |
| 1969年 | 3篇 |
排序方式： 共有857条查询结果，搜索用时 18 毫秒
51.
52.
53.
54.
55.
56.
Helen Askell-Williams Michael J. Lawson 《Asia-Pacific Journal of Teacher Education》2013,41(2):126-143
This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed. 相似文献
57.
The main factors associated with technology integration have been the subject of research for over a decade. However, the conditions which sustain technological developments have been less frequently investigated. This paper explores this issue in the context of the use of videoconferencing in schools in England. The research took a multiple case-study approach by returning to schools with a reputation for demonstrating innovative policy and practice in videoconferencing, which were the subject of an earlier investigation. Analysis of developments in the interim five-year period led to the construction of a five-level typology of change. Further analysis identified critical dimensions associated with the sustainability of videoconferencing. These included technical and structural factors, as well as policy frameworks and personnel status. The perceived usefulness and relevance of videoconferencing as a learning technology emerges as a central determinant of sustainability, with the conclusion that for policymakers and schools, videoconferencing has become an ‘orphan’ technology. 相似文献
58.
Applicability of research models across contexts is often viewed as desirable. This article discusses 6 issues faced by members of the Effective School Improvement (ESI) project research teams as they explored themes emerging in case studies carried out in 8 different countries, as part of a process of trying to generate a model that would be valid and applicable across contexts. After posing questions that need further resolution, the conclusion at this particular stage of the research was that caution was advisable before transferring the findings from one context to another. 相似文献
59.
Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described. Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed. 相似文献
60.