全文获取类型
收费全文 | 727篇 |
免费 | 23篇 |
专业分类
教育 | 567篇 |
科学研究 | 37篇 |
各国文化 | 22篇 |
体育 | 39篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 76篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 17篇 |
2019年 | 22篇 |
2018年 | 19篇 |
2017年 | 24篇 |
2016年 | 20篇 |
2015年 | 19篇 |
2014年 | 29篇 |
2013年 | 178篇 |
2012年 | 21篇 |
2011年 | 18篇 |
2010年 | 14篇 |
2009年 | 18篇 |
2008年 | 18篇 |
2007年 | 15篇 |
2006年 | 19篇 |
2005年 | 21篇 |
2004年 | 17篇 |
2003年 | 13篇 |
2002年 | 20篇 |
2001年 | 6篇 |
1999年 | 9篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 9篇 |
1995年 | 11篇 |
1994年 | 3篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 7篇 |
1990年 | 9篇 |
1989年 | 13篇 |
1988年 | 14篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 10篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 8篇 |
1979年 | 4篇 |
1978年 | 11篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 7篇 |
1973年 | 3篇 |
排序方式: 共有750条查询结果,搜索用时 46 毫秒
91.
This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely ‘whole-class teaching’, ‘self-directed group work’ and ‘teacher-supported group work’ groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students’ scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky’s zone of proximal development framework. Group work learning is also found to be most effective when teachers play a role in navigating students during the joint construction of conceptual knowledge. 相似文献
92.
93.
94.
95.
Curt Dudley-Marling Dennis Searle 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(1):41-46
There has been a rapid increase in the availability of computer assisted instruction (CAI) software for teaching oral language skills. Despite the growing popularity of CAI in education, such an approach to language teaching fragments and isolates language learning from the context of its use and conflicts with current theory and research in language development and learning. The greatest potential for microcomputers in language learning may be as a medium for increasing student opportunities for using language by bringing students and teachers together around a shared activity. 相似文献
96.
97.
Dennis W. Sunal 《科学教学研究杂志》1982,19(2):167-175
The study investigated affective changes in elementary preservice teachers during a formative period and related these changes to the development of specific classroom science teaching behaviors. Thirty preservice teachers were randomly selected from a population involved in a field oriented methods course program. Analysis of pre and post affective measures and concurrent measures of perception and performance of teaching behaviors during this formative period found significant developmental relationships. The results suggest the effective use of instruments measuring certain affective changes during a formative period and moderate to strong predictive effects of the development and perception of classroom teaching behaviors. The affective changes which demonstrated relationship with teaching behavior included specific aspects of interests and attitudes toward teaching science and children learning science. No relationship was found with preservice attitudes toward nature. 相似文献
98.
99.
Dennis A. Francis 《Sex education》2019,19(4):406-421
ABSTRACTUsing the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. 相似文献
100.
Ronnel B. King Dennis M. McInerney Riddhi J. Pitliya 《Educational Psychology Review》2018,30(3):1031-1065
Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world. 相似文献