全文获取类型
收费全文 | 590篇 |
免费 | 17篇 |
专业分类
教育 | 392篇 |
科学研究 | 52篇 |
各国文化 | 8篇 |
体育 | 86篇 |
文化理论 | 7篇 |
信息传播 | 62篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 13篇 |
2021年 | 22篇 |
2020年 | 33篇 |
2019年 | 28篇 |
2018年 | 45篇 |
2017年 | 56篇 |
2016年 | 52篇 |
2015年 | 23篇 |
2014年 | 22篇 |
2013年 | 100篇 |
2012年 | 24篇 |
2011年 | 22篇 |
2010年 | 14篇 |
2009年 | 23篇 |
2008年 | 17篇 |
2007年 | 23篇 |
2006年 | 11篇 |
2005年 | 6篇 |
2004年 | 9篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 3篇 |
排序方式: 共有607条查询结果,搜索用时 15 毫秒
521.
522.
Adam J. Greteman 《Educational theory》2019,69(1):35-53
In this article, Adam Greteman considers the murder of Lawrence/Latisha King by Brandon McInerney in February 2008. Greteman turns to this case, a decade after it occurred, because it raises a number of issues regarding our evolving understandings of genders, sexualities, and the risks of encountering such differences in the space of school in the twenty‐first century. Greteman argues that we live in a moment where queer and trans youth are coming out and becoming queer and trans earlier and, in various ways, expanding our understanding of genders and sexualities, and also illustrating the complex responsibilities that schools — in the form of teachers, administrators, and students — have toward these forms of becoming. He explores the limits of a liability model of responsibility and the need for contemplating responsibility more broadly as it encounters systemic forms of injustice (for example, transphobia, homophobia, and white supremacy) in the classroom. If queer and trans youth have more access to resources, protections, and representations in the late 2010s, how do those in schools — students, teachers, staff, and administrators — engage the tensions that can arise between queer and trans expressions and expressions opposed to queerness and transness? And how do schools continue to take up their collective responsibilities for the lives of students who are becoming in the midst of systemic injustice? 相似文献
523.
Annamari Ylonen Helena Gillespie Adam Green 《Assessment & Evaluation in Higher Education》2018,43(6):1009-1017
This article argues that differing disciplinary assessment cultures are likely to be an important factor in explaining differences in student marks and grades both within and between higher education institutions. Using institution-wide data on undergraduate student marks over the last five years in one UK higher education institution we demonstrate variability in the distribution of marks in terms of the ‘distance travelled’. This issue was further explored via interviews with senior teaching-active staff. We suggest that the distribution of marks is likely to reflect different disciplinary assessment cultures as well as complexity in the process of marking and assessment. These findings signify that it will be highly challenging, if not impossible, to establish nationally comparable learning gain measures using student mark data because of the underlying inconsistencies in the process of awarding marks. In the current higher education context, with the ongoing implementation of the Teaching Excellence Framework, it remains important to debate and further investigate these issues with all stakeholders, including students. 相似文献
524.
The critique of ethnomathematics by Rowlands and Carson that appeared recently provides an opportunity to open debate on cultural
issues in mathematics. This response argues that such debate must be based on contemporary writing in the field, and should
not focus on extreme views within the political justification for ethnomathematics. It addresses some of the philosophical
questions raised by Rowlands and Carson, and the relationship of the field with indigenous knowledge is raised. We also suggest
that the role of ethnomathematics in mathematics education is now predominantly an empirical matter,and comment on some preliminary
results from recent studies that indicate a positive role for culturally-based curricula.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
525.
Katerina Bogomolova Amir H. Sam Adam T. Misky Chinmay M. Gupte Paul H. Strutton Thomas J. Hurkxkens Beerend P. Hierck 《Anatomical sciences education》2021,14(3):385-393
In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes. 相似文献
526.
Interchange - This essay sheds light on the “father of epigenetics,” Conrad Hal Waddington’s (1905–1975) tacit critique of one of the most prominent biologists of the... 相似文献
527.
Sara Kim Douglas M. Brock Adam Orkand & Michael L. Astion 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(5):595-605
To examine interface issues in an educational software program, we recruited twenty-two users in health sciences departments for a usability study. Using the GramStain-Tutor™ (GST) CD-ROM, these users performed tasks in navigating the program and using various interactive features. Their actions and comments were recorded with a digital video recorder and an audio recorder. The main results of our study are: (a) the majority of the users did not use the multiple navigational options available in the program; (b) navigational patterns differed based on the training background and content knowledge of the users; (c) several visual cues critical to program use were not discovered by the majority of the users; and (d) icons representing specific functions were not intuitive from users' perspectives. We demonstrated how a usability study of a relatively small number of users can identify specific problems in interface design. We recommend these interface problems be addressed before conducting educational studies that examine how educational software programs affect student learning. 相似文献
528.
Eric E. Goff Kelly Lynn Mulvey Matthew J. Irvin Adam Hartstone-Rose 《Research in Science & Technological Education》2020,38(3):272-288
ABSTRACT
Background
Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains. 相似文献529.
ABSTRACTNotions of place-making assume that individuals and groups of people have legitimate ‘rights to the city.’ This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of dis-placements that removed them from embodied experiences and in-location perceptions of their communities. Self-censoring, witnessing, historicizing, and re-veiwing were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools. 相似文献
530.
Adam K. Dubé Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908
Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent. 相似文献