全文获取类型
收费全文 | 3980篇 |
免费 | 71篇 |
国内免费 | 3篇 |
专业分类
教育 | 3074篇 |
科学研究 | 173篇 |
各国文化 | 44篇 |
体育 | 459篇 |
综合类 | 1篇 |
文化理论 | 70篇 |
信息传播 | 233篇 |
出版年
2023年 | 33篇 |
2022年 | 61篇 |
2021年 | 79篇 |
2020年 | 139篇 |
2019年 | 208篇 |
2018年 | 290篇 |
2017年 | 304篇 |
2016年 | 210篇 |
2015年 | 150篇 |
2014年 | 139篇 |
2013年 | 871篇 |
2012年 | 155篇 |
2011年 | 122篇 |
2010年 | 104篇 |
2009年 | 109篇 |
2008年 | 95篇 |
2007年 | 72篇 |
2006年 | 96篇 |
2005年 | 66篇 |
2004年 | 59篇 |
2003年 | 58篇 |
2002年 | 48篇 |
2001年 | 34篇 |
2000年 | 36篇 |
1999年 | 40篇 |
1998年 | 43篇 |
1997年 | 21篇 |
1996年 | 39篇 |
1995年 | 37篇 |
1994年 | 32篇 |
1993年 | 23篇 |
1992年 | 18篇 |
1991年 | 21篇 |
1990年 | 20篇 |
1989年 | 24篇 |
1988年 | 21篇 |
1987年 | 17篇 |
1986年 | 12篇 |
1985年 | 8篇 |
1984年 | 11篇 |
1983年 | 7篇 |
1982年 | 14篇 |
1981年 | 7篇 |
1980年 | 8篇 |
1979年 | 10篇 |
1978年 | 7篇 |
1977年 | 7篇 |
1976年 | 10篇 |
1975年 | 10篇 |
1970年 | 6篇 |
排序方式: 共有4054条查询结果,搜索用时 31 毫秒
61.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
62.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献
63.
Catherine Milne Kathryn Scantlebury Tracey Otieno 《Cultural Studies of Science Education》2006,1(2):325-352
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
64.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
65.
Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed. 相似文献
66.
67.
68.
69.
70.
Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献