全文获取类型
收费全文 | 3041篇 |
免费 | 43篇 |
国内免费 | 1篇 |
专业分类
教育 | 2263篇 |
科学研究 | 181篇 |
各国文化 | 40篇 |
体育 | 352篇 |
综合类 | 2篇 |
文化理论 | 64篇 |
信息传播 | 183篇 |
出版年
2023年 | 29篇 |
2022年 | 46篇 |
2021年 | 85篇 |
2020年 | 130篇 |
2019年 | 222篇 |
2018年 | 247篇 |
2017年 | 248篇 |
2016年 | 213篇 |
2015年 | 147篇 |
2014年 | 154篇 |
2013年 | 664篇 |
2012年 | 118篇 |
2011年 | 83篇 |
2010年 | 69篇 |
2009年 | 59篇 |
2008年 | 62篇 |
2007年 | 56篇 |
2006年 | 48篇 |
2005年 | 39篇 |
2004年 | 32篇 |
2003年 | 30篇 |
2002年 | 37篇 |
2001年 | 17篇 |
2000年 | 16篇 |
1999年 | 15篇 |
1998年 | 16篇 |
1997年 | 10篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 13篇 |
1993年 | 13篇 |
1992年 | 11篇 |
1991年 | 16篇 |
1990年 | 13篇 |
1989年 | 8篇 |
1988年 | 10篇 |
1987年 | 4篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1981年 | 4篇 |
1979年 | 5篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1970年 | 3篇 |
1965年 | 3篇 |
1963年 | 3篇 |
排序方式: 共有3085条查询结果,搜索用时 306 毫秒
991.
The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed. 相似文献
992.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |
993.
Auxiliadora Sales Lidón Moliner Andrea Francisco Amat 《School Leadership & Management》2017,37(3):254-266
Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture. 相似文献
994.
Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
相似文献
Louie F. RodríguezEmail: |
995.
The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised, the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools. 相似文献
996.
The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions regarding the text with the text available, and subsequently repeated the procedure with a second text (immediate condition). The other group read both texts first and then answered, with the texts available, the questions for the first text and then for the second text (delayed condition). In both conditions, the readers’ actions during the task were recorded. The results demonstrated that the students in the delayed condition made more search decisions. In addition, moderated mediation analyses indicated that setting a delay had a positive indirect effect on performance via increased searching only for the students with average and high comprehension skills. Moreover, decisions regarding what information to search for depended exclusively on comprehension skill. Instructional implications are discussed. 相似文献
997.
Iñaki Calvo Ana Arruarte Mikel Larrañaga Julián Gutiérrez 《Educational gerontology》2017,43(8):404-416
The dramatic eruption of information and communication technology has had a remarkable effect on modern life, including the capacity to help older adults improve their quality of life and remain independent longer. However, while technology use is generally widespread, there is an observable underutilization by older people. There is sound evidence that older adults can learn and acquire computer skills just like younger people do, although they might need more time to reach a similar level of mastery. Concept maps (CMs) are considered to be an efficient creativity tool, as they allow the user’s view to be drawn over any domain or issue. An experiment was conducted with older adults using CM-ED (a concept map editor). The experiment had a twofold objective. The first objective was to measure how certain characteristics of the participants (gender, age, background) affect both their performance with such a tool and the quality of the CMs they developed. The second objective was to determine whether CM-ED is suitable for older people. 相似文献
998.
Tuytens Melissa Devos Geert Vanblaere Bénédicte 《Educational Assessment, Evaluation and Accountability》2020,32(2):153-183
Educational Assessment, Evaluation and Accountability - Teacher evaluation has been used for decades in schools as a human resource management practice to hold teachers accountable and to help them... 相似文献
999.
Juan Felipe Calderón Miguel Nussbaum Ignacio Carmach Juan Jaime Díaz Marco Villalta 《Interactive Learning Environments》2016,24(4):758-783
Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design. 相似文献
1000.
The purpose of this research is to review the literature about young people’s meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people’s meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings. 相似文献