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221.
Rodríguez-Mora Francisco Cebrián-Robles Daniel Blanco-López Ángel 《Research in Science Education》2022,52(4):1075-1091
Research in Science Education - The development of students’ argumentation competence is one of the major aims of science education and everyday problems, such as decisions on the consumption... 相似文献
222.
Álvarez-Rivadulla María José Jaramillo Ana María Fajardo Felipe Cely Laura Molano Andrés Montes Felipe 《Higher Education》2022,84(3):647-669
Higher Education - What is the impact of social class on college integration? Higher education institutions are becoming more diverse, yet the integration of underprivileged students remains a... 相似文献
223.
UTILITY OF THE STANFORD–BINET INTELLIGENCE SCALES,FIFTH EDITION,WITH ETHNICALLY DIVERSE PRESCHOOLERS
Brittany A. Dale Maria HernÁndez Finch David E. Mcintosh Barbara A. Rothlisberg W. Holmes Finch 《Psychology in the schools》2014,51(6):581-590
Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age, gender, and parental education, were found to have similar patterns of high and low scores on both the composites and all subtests of the SB5. The present study also found that African American and Caucasian preschool children did not differ on overall cognitive ability as measured by the SB5 Full Scale IQ. Implications and suggestions for further research are discussed. 相似文献
224.
Blanca Borro-Escribano Ángel Del Blanco Javier Torrente Itziar Martínez Alpuente Baltasar Fernández-Manjón 《Educational technology research and development : ETR & D》2014,62(2):227-243
The exceptional success achieved by the Spanish National Transplant Organization (ONT) in recent years has made other countries highly interested in following this organization’s methodologies. A good training program is one of the key elements of the ONT. Until 2012, the ONT training program was a paper-based case teaching method, and the small number of ONT experts limited the audience. In an attempt to improve and increase the attendees in this program, a game-like simulation was developed to represent transplant management procedural knowledge. To maximize the educational value, this game-like simulation was based on representative teaching cases to help students practice with different real situations and different levels of complexity in a risk-free environment. This study presents how an iterative game development methodology has been applied to evolve from a paper-based case teaching method to a game-like simulation, with a special focus on the efforts made to include the ONT experts’ tacit procedural knowledge in the simulation. Apart from increasing the number of students who can access the ONT training, this game-like simulation also helped to achieve a more detailed formalization of transplant management as well as a more comprehensive systematization of a set of relevant teaching cases. 相似文献
225.
226.
Ibis Marlene Álvarez Valdivia Iosbel González Montoto 《International Journal of Inclusive Education》2018,22(5):510-526
This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI) to assess IC. Later, a discussion group was held to reflect on the results of the evaluation and to discuss educational practices in the face of cultural diversity. The quantitative IDI findings indicated that, regardless of the presence of foreign origin students at schools, participant teachers overestimate their level of intercultural sensitivity; there is a tendency to emphasise similarities in all cultures, which can minimise significant cultural differences. Nevertheless, the teachers became interested in cultural diversity after considering their potentially controversial and problematic educational context. Beyond admitted limitations of this study, inherent to small-scale methodological approach, our practice-based reflective proposal highlights obstacles and potentialities for managing cultural diversity in the classroom. These findings support the conclusion that IC is distributed throughout members of a community rather than being strictly an individual attribute. At the same time, the study thus demonstrates a mixed-method training design as an effective means of developing and assessing IC. 相似文献
227.