全文获取类型
收费全文 | 914篇 |
免费 | 33篇 |
专业分类
教育 | 718篇 |
科学研究 | 28篇 |
各国文化 | 18篇 |
体育 | 41篇 |
文化理论 | 4篇 |
信息传播 | 138篇 |
出版年
2024年 | 2篇 |
2023年 | 4篇 |
2022年 | 17篇 |
2021年 | 12篇 |
2020年 | 35篇 |
2019年 | 49篇 |
2018年 | 63篇 |
2017年 | 73篇 |
2016年 | 67篇 |
2015年 | 43篇 |
2014年 | 35篇 |
2013年 | 187篇 |
2012年 | 40篇 |
2011年 | 31篇 |
2010年 | 30篇 |
2009年 | 26篇 |
2008年 | 22篇 |
2007年 | 24篇 |
2006年 | 15篇 |
2005年 | 17篇 |
2004年 | 22篇 |
2003年 | 25篇 |
2002年 | 14篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 15篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 11篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1976年 | 1篇 |
1958年 | 1篇 |
1934年 | 1篇 |
1933年 | 1篇 |
排序方式: 共有947条查询结果,搜索用时 0 毫秒
171.
Listening to student voices: student researchers exploring undergraduate experiences of university transition 总被引:1,自引:0,他引:1
Rachel E. Maunder Matthew Cunliffe Jessica Galvin Sibulele Mjali Jenine Rogers 《Higher Education》2013,66(2):139-152
This exploratory study presents a different approach to studying transition by involving students as researchers. The aim was to investigate how students talked about their experiences of transition in university. Nineteen first and second year undergraduate psychology students participated in focus groups and semi-structured interviews, conducted by student researchers, to provide in-depth accounts of their transition experiences. Findings showed that students held internal images about university, shaped through cultural experience, which were used to form expectations and interpret experiences. Social relationships were crucial, with the formation of groups facilitating adjustment in an unfamiliar environment. Students also described how negotiating transition contributed to personal changes. The research emphasises the salience of sociocultural factors in transition, and the relationship between transition and identity. Additionally, the value of including students as researchers to provide authentic access to student voices is highlighted. 相似文献
172.
173.
Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning. 相似文献
174.
Rebecca Walker Rachel Spronken-Smith Carol Bond Fiona McDonald John Reynolds Anna McMartin 《Instructional Science》2010,38(6):707-722
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the
impact of a curriculum change on students’ approaches to learning in two large courses in a health sciences first year programme.
The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST
was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students
at the beginning and end of the new HUBS courses in 2007. Changes in students’ approaches to learning over time were examined.
The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a
deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater
extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to
their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface
approach, the results suggest that it is possible to bring about small but significant positive changes in students’ learning
behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results
showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual
factors, including assessment, and is the focus of ongoing curriculum development. 相似文献
175.
Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning. 相似文献
176.
177.
This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers. 相似文献
178.
Rachel Hertz-Lazarowitze 《Reading and writing》2004,17(3):267-299
Research literature on writingstorybooks overlooks first graders. This ispuzzling as children enter first grade havingemergent literacy, in reading, writing, andstory composition. It may reflect the belief that at thisage children should learn to read and write(conventionally) as the curriculum demands,while elaborate writing is assumed be taughtand developed in higher grades. This study investigated story writing by Arab(N = 184) and Jewish (N = 321) first graders inIsrael. The children were presented with fourrelated pictures, asked to paste them in thesequence of their choice in a booklet, and thento write a narrative in their first language(Arabic or Hebrew). Writing the storybook wasperceived as a space for literacy development,and was tested in the contextof two instruction methods: Success For All(SFA) and whole-class Active Learning (AL). Theclasses were observed and teachers wereinterviewed on writing instruction.Nineteen categories of writing yieldedthree clusters–factors: book print awareness,writing conventions, and story quality. Thesethen served as measures for writing outcomes. Jewish and Arab children in SFA achieved higherscores than AL students; the Jews were higherthan the Arabs on most categories, but theestimate gain was highest for Arabs in SFA. The effect of SFA was highest for at-riskJewish students and lowest for at-risk Arabstudents. The results are discussed against thelinguistic and cultural background of the twogroups and in respect of their implications forwriting instruction in a bilingual context. 相似文献
179.
180.
Poetry 总被引:1,自引:0,他引:1