全文获取类型
收费全文 | 811篇 |
免费 | 9篇 |
专业分类
教育 | 679篇 |
科学研究 | 14篇 |
各国文化 | 9篇 |
体育 | 23篇 |
文化理论 | 1篇 |
信息传播 | 94篇 |
出版年
2023年 | 3篇 |
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 15篇 |
2018年 | 26篇 |
2017年 | 29篇 |
2016年 | 33篇 |
2015年 | 22篇 |
2014年 | 32篇 |
2013年 | 188篇 |
2012年 | 26篇 |
2011年 | 28篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 25篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 12篇 |
2000年 | 15篇 |
1999年 | 11篇 |
1998年 | 12篇 |
1997年 | 14篇 |
1996年 | 15篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 10篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 9篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 13篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 7篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1972年 | 3篇 |
排序方式: 共有820条查询结果,搜索用时 8 毫秒
101.
A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
102.
103.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
104.
Robert L. Linn Margret Buchmann Bruce Gould Thomas Kellaghan Dal Lawrence Phil C. Robinson Perry Zirkel 《Journal of Personnel Evaluation in Education》1989,2(3):199-214
Michigan State UniversityAir Force Human Resources Laboratory 相似文献
105.
AbstractThis article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing. 相似文献
106.
Travis Wilson Michelle Perry Carolyn J. Anderson Dean Grosshandler 《Instructional Science》2012,40(1):19-46
This study examined the verbal prompts a tutor used to promote reflection and young students’ responses to these prompts.
Seven children (ages 8–12) participated in 260 min of one-on-one tutoring to learn scientific concepts related to gear movement;
the tutor spontaneously provided these students with 763 prompts for reflection. Prompts reliably induced reflection: Students
responded verbally 87% of the time. Turn-by-turn discourse analysis revealed seven distinct types of prompts and 11 distinct
types of verbal responses. High-level prompts were strongly associated with high-level responses. A log-multiplicative association
model with two dimensions (temporality and certainty) represented the relationships between prompt and response types; from
this model, odds ratios estimated the strength of association between specific pairs of prompt and response types. Findings
are discussed in terms of the effects that reflection may have on students’ developing understanding of scientific concepts. 相似文献
107.
This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation. 相似文献
108.
109.
110.
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful ‘products’ and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy‐makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA‐based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education. 相似文献