全文获取类型
收费全文 | 1119篇 |
免费 | 26篇 |
国内免费 | 1篇 |
专业分类
教育 | 878篇 |
科学研究 | 45篇 |
各国文化 | 22篇 |
体育 | 66篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 125篇 |
出版年
2022年 | 7篇 |
2021年 | 7篇 |
2020年 | 29篇 |
2019年 | 36篇 |
2018年 | 47篇 |
2017年 | 45篇 |
2016年 | 49篇 |
2015年 | 29篇 |
2014年 | 38篇 |
2013年 | 261篇 |
2012年 | 25篇 |
2011年 | 34篇 |
2010年 | 29篇 |
2009年 | 32篇 |
2008年 | 33篇 |
2007年 | 37篇 |
2006年 | 32篇 |
2005年 | 30篇 |
2004年 | 20篇 |
2003年 | 22篇 |
2002年 | 16篇 |
2001年 | 14篇 |
2000年 | 25篇 |
1999年 | 13篇 |
1998年 | 8篇 |
1997年 | 22篇 |
1996年 | 8篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 14篇 |
1990年 | 16篇 |
1989年 | 8篇 |
1986年 | 6篇 |
1985年 | 12篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1974年 | 9篇 |
1970年 | 3篇 |
1968年 | 3篇 |
1955年 | 5篇 |
1954年 | 4篇 |
1843年 | 2篇 |
1841年 | 6篇 |
排序方式: 共有1146条查询结果,搜索用时 31 毫秒
991.
AbstractThe purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning. 相似文献
992.
993.
Sally Power 《牛津教育评论》2016,42(3):285-298
AbstractThis paper examines the positioning of the Welsh education system within contemporary policy debate and analysis. It begins by outlining some of the ways in which education policy and provision in Wales differs from that of its neighbour, England, and then goes on to critique how these differences have been represented in both the media and by members of the educational research community. Indeed, the paper argues that these representations constitute a form of misrecognition. It is tempting to counter this misrecognition with assertions of the superiority of the ‘Welsh way’—and certainly pronouncements of a ‘crisis’ in Welsh education appear to be as much politically-driven as evidence-based. However, such an approach would underplay the very real challenges that face Wales—challenges which are both like and unlike those facing England, Scotland and Northern Ireland. The paper concludes that we need a serious engagement with national divergences across the four nations of the UK—as well as elsewhere. The case of Wales highlights the need to undertake not only comparative analysis but also relational analysis if we are to enhance our understanding of the changing politics of education. 相似文献
994.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
995.
Brian Byrne Cara Delaland Ruth Fielding-Barnsley Peter Quain Stefan Samuelsson Torleiv Høien Robin Corley John C. DeFries Sally Wadsworth Erik Willcutt Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73
We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson,
PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade,
and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities
of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment
on individual differences at and across different stages of development. Family and twin-specific environmental information
is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far
have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the
preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and
learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects.
A print knowledge composite showed both genetic and shared environment influence. 相似文献
996.
The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future integration which are embedded in its policies are significant. We explore and analyse the key EU education policy documents that refer to immigrants to identify the forms of citizenship attributed to various types of incomers by the EU. Our analysis demonstrates that the EU’s conception of refugee-migrants is more closely affiliated with the notion of ‘Global citizens’ rather than with that of ‘European citizens’. Furthermore, we suggest that the EU distinguishes and navigates between various migratory flows, namely internal-European, desired external-European and undesired external-European (refugee-migrants), each associated with a distinctive conception of citizenship as well as with related policy discourses. In the light of the migratory flows into Europe, the particularistic conceptions of citizenship shaping the EU’s educational policy carry considerable implications for the future integration of refugee-migrants in Europe. 相似文献
997.
Chinese history (a subject entirely separate and distinct from ‘history’) has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post‐1997 agenda of ‘patriotic education’, to effectively hoist the local educational bureaucracy with its own petard. 相似文献
998.
Sally J. Baldwin 《The American journal of distance education》2019,33(3):195-211
As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor’s perspective on online course design. Using grounded theory, data were analyzed, sorted, and coded to uncover the strategies instructors use to design online courses. Results revealed instructors adapt to the online environment by using strategies to mimic elements of face-to-face courses: in essence, adaption comes through assimilation. Instructors expressed interest in helping students navigate online to encourage active participation in courses. They described using technology and learning management system (LMS) features (e.g., videos, discussion forums) to “hear” and “see” students, as a way to increase interaction and presence, familiar elements from face-to-face education. They spoke of creating authentic assignments to increase student engagement. The implications of this study include effective design and instructional strategies for online courses, as well as understanding the motivation of instructors who design online courses. The study results are relevant to a broad audience including online instructors, instructional designers, LMS organizations, and administrators. 相似文献
999.
Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field. 相似文献
1000.
Sally B. Bing 《Instructional Science》1984,13(2):193-198
This study investigated the effect of reading ability level(high, low) and type of study activity (immediate rote test, immediate conceptual test, structured review, unstructured review, no review control) on rote and conceptual learning outcomes. Subjects were 110 sophomore and junior level high school students. The students studied a 2100 word passage and were then given either a posttest (rote or conceptual) or a set of directions leading to structured or unstructured review or a control group filler task. Rote and conceptual delayed retention tests were administered one week later. A 2×5 factorial design was used. Results indicated no significant effects for type of study activity. As expected, high reading ability students performed better than low reading ability students across all conditions. 相似文献