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Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends. 相似文献
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Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
Ann Moir-BussyEmail: |
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The need for those working in a variety of settings to interact effectively with technical experts has grown dramatically in recent years as computers have become essential to the performance of an increasing broad range of professional work. This article presents a case of this sort of interprofessional interaction, exploring the process and outcomes of collaboration between technical professionals and educators working to bring Internet access to an urban public school district. Drawing on field note and interview data, the case reported here illustrates how differences in institutional routines and professional values can generate differing agendas, contrasting assumptions, and contrasting expectations concerning project products and outcomes among collaborators from different professional worlds. In the case we describe, these differences affected such central matters as the types and usefulness of technical resources to which users had access as well as users' confidence in the technology. The case also illustrates how aspects of this interprofessional conflict were addressed through an organizational change. The kinds of issues that arose in this project are likely to occur in a variety of professional settings; therefore, examination of this case provides insight into a variety of issues and dynamics that should be considered when embarking upon or analyzing any interprofessional collaborative effort, and particularly one that involves technical professionals. 相似文献
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OBJECTIVES: To investigate whether an information literacy programme for pre-registration nursing students at a UK higher education institution is effective in developing their skills and confidence: examines students' skill levels, factors affecting their confidence, and relationships between skills, confidence and demographic characteristics. METHODS: Quantitative and qualitative techniques were used: pre- and post-tests to measure changes in students' skills and self-assessed confidence levels after two key sessions in their first semester (n = 29); semi-structured interviews to explore factors affecting confidence (n = 5). RESULTS: Findings demonstrated positive impacts on skills and confidence. Key areas of skill development included: identifying journal articles, selecting search terms and evaluating website quality. Factors affecting confidence included: successful 'mastery' experiences in searching for information and the programme itself, especially small-group sessions, handouts and staff support. Evidence on links between skills, confidence and demographic factors was inconclusive. CONCLUSIONS: The study demonstrated the programme's effectiveness and identified areas for development, including the need to help students understand the relative merits of search engines and other sources. Evidence has contributed to a change in departmental policy, making attendance at sessions mandatory. Further studies have been recommended. 相似文献
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Ji Shen Patrick C. Gibbons John F. Wiegers Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459
We present a practical way of adapting and using four research-based assessments for different purposes in an electricity
and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific
conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support
that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising
way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between
the research of conceptual change and its use in programs of professional development.
相似文献
Ji ShenEmail: |
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Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
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In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics. 相似文献