全文获取类型
| 收费全文 | 948篇 |
| 免费 | 26篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 766篇 |
| 科学研究 | 22篇 |
| 各国文化 | 12篇 |
| 体育 | 50篇 |
| 文化理论 | 8篇 |
| 信息传播 | 117篇 |
出版年
| 2023年 | 5篇 |
| 2022年 | 9篇 |
| 2021年 | 11篇 |
| 2020年 | 15篇 |
| 2019年 | 29篇 |
| 2018年 | 27篇 |
| 2017年 | 37篇 |
| 2016年 | 39篇 |
| 2015年 | 21篇 |
| 2014年 | 33篇 |
| 2013年 | 256篇 |
| 2012年 | 28篇 |
| 2011年 | 31篇 |
| 2010年 | 27篇 |
| 2009年 | 31篇 |
| 2008年 | 33篇 |
| 2007年 | 28篇 |
| 2006年 | 25篇 |
| 2005年 | 27篇 |
| 2004年 | 16篇 |
| 2003年 | 25篇 |
| 2002年 | 30篇 |
| 2001年 | 14篇 |
| 2000年 | 12篇 |
| 1999年 | 12篇 |
| 1998年 | 11篇 |
| 1997年 | 12篇 |
| 1996年 | 15篇 |
| 1995年 | 13篇 |
| 1994年 | 10篇 |
| 1993年 | 7篇 |
| 1992年 | 8篇 |
| 1991年 | 11篇 |
| 1990年 | 6篇 |
| 1989年 | 5篇 |
| 1988年 | 5篇 |
| 1986年 | 4篇 |
| 1985年 | 5篇 |
| 1984年 | 5篇 |
| 1983年 | 5篇 |
| 1982年 | 4篇 |
| 1981年 | 3篇 |
| 1979年 | 2篇 |
| 1978年 | 3篇 |
| 1977年 | 2篇 |
| 1976年 | 2篇 |
| 1975年 | 3篇 |
| 1974年 | 3篇 |
| 1969年 | 2篇 |
| 1967年 | 2篇 |
排序方式： 共有975条查询结果，搜索用时 15 毫秒
31.
Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency. 相似文献
32.
Diane Dalby Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845
In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies. 相似文献
33.
34.
35.
The role and number of Associate Dean posts in UK universities has grown considerably in recent years. Despite this, relatively little is known about the reasons why individuals take on such roles and how it fits into their career trajectories. The purpose of this article is to explore these issues by drawing on data from the first national study of Associate Deans in the UK. Adopting a two-staged mixed methods approach, data were collected from semi-structured interviews (n = 15) and an online survey (n = 172). The findings suggest that academics take on the role for a number of reasons such as the challenge of working across the University, making a difference to staff and students, or being asked to take it on by a senior member of staff. It is argued that these Associate Dean roles are part of new and emerging academic career pathways within the higher education sector. 相似文献
36.
37.
38.
Diane J. Fairbairn 《教育政策杂志》2013,28(3):223-234
Theoretical writings on policy analysis have often dealt with the problem of adjudicating value issues as well as the problem of complexity. Since both these problems are ultimately epistemological in character, this paper explores their structure from a less familiar non‐foundational, coherentist epistemological framework, within the context of the synoptic/anti‐synoptic debate in policy analaysis. The paper argues against a sharp distinction between fact and value in policy choice, and recommends the gradual replacement of ubiquitous folk psychological simplifying assumptions in favour of scientific ones, where predictions systematically lapse, as a step towards dealing with complexity. 相似文献
39.
40.
This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction. 相似文献