全文获取类型
收费全文 | 1289篇 |
免费 | 31篇 |
专业分类
教育 | 1021篇 |
科学研究 | 40篇 |
各国文化 | 21篇 |
体育 | 121篇 |
综合类 | 3篇 |
文化理论 | 12篇 |
信息传播 | 102篇 |
出版年
2023年 | 8篇 |
2022年 | 17篇 |
2021年 | 22篇 |
2020年 | 32篇 |
2019年 | 44篇 |
2018年 | 60篇 |
2017年 | 71篇 |
2016年 | 63篇 |
2015年 | 37篇 |
2014年 | 51篇 |
2013年 | 298篇 |
2012年 | 42篇 |
2011年 | 36篇 |
2010年 | 34篇 |
2009年 | 32篇 |
2008年 | 28篇 |
2007年 | 37篇 |
2006年 | 18篇 |
2005年 | 24篇 |
2004年 | 23篇 |
2003年 | 21篇 |
2002年 | 22篇 |
2001年 | 13篇 |
2000年 | 22篇 |
1999年 | 12篇 |
1998年 | 10篇 |
1997年 | 15篇 |
1996年 | 8篇 |
1994年 | 13篇 |
1993年 | 17篇 |
1992年 | 5篇 |
1991年 | 14篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 11篇 |
1985年 | 6篇 |
1983年 | 10篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 13篇 |
1977年 | 5篇 |
1976年 | 8篇 |
1974年 | 10篇 |
1973年 | 6篇 |
1969年 | 4篇 |
1967年 | 5篇 |
排序方式: 共有1320条查询结果,搜索用时 15 毫秒
121.
The problems of efficiently producing effective instruction in areas such as industry, military, and vocational education are exacerbated by several complex factors: increasingly rapid change in technology; substantial variation in training needs and target populations within large organizations; inefficient mechanisms for performing formative evaluations; and a lack of means for efficiently incorporating new models of design into practice. In the context of these increasingly difficult problems, we present the Instructional Design Environment (IDE), a hypermedia system for designing and developing instructional material, including texts, interactive video disk, and intelligent tutoring systems. The representation of design analyses and specifications, and the design activities of IDE users are not constrained by any particular model of instructional design, but can be tailored to suit a wide range of such models. Although the system is continually evolving and exists in several forms, (Swartz and Russell, 1989) we discuss how the features of IDE suggest how computer-based design environments may provide ways simplifying the design problems for technical training in rapidly changing areas. 相似文献
122.
123.
The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined. 相似文献
124.
This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment
was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision
of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers.
Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing
a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of
child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example,
Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four
Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional
scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale
as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia.
The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found
to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement
model well.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
125.
In summer 2000, the HungarianAccreditation Committee (HAC) completed theinitial round of its eight-year cycleevaluations of all higher educationinstitutions in Hungary. Based on theexperiences and information gained during thisinitial phase of quality control in Hungary,higher education institutions are developing aninternal quality audit mechanism. Some havealready submitted draft reports outlining theirbasic and specific standards relating to theirmissions and programmes. Since autumn 2000,they have been submitting a quality auditreport to the HAC annually. Concurrently, theHAC is working on a new quality evaluationmanual intended to eliminate redundancy of dataand include the institutions' annual qualityaudit results in its own external evaluation. 相似文献
126.
Dorothy V. Smith Pamela J. Mulhall Christina E. Hart Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621
This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula. 相似文献
127.
Beverley Jane Associate Professor Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):188-197
A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester
unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background
survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding
Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control
their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the
student's journal-the Personal Record.
Specializations: technology for learning, health education.
Specializations student understanding of biology, particularly genetics, evaluation.
Specializations: children's learning in science, language in science. 相似文献
128.
Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
129.
130.
Glen Russell 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):164-171
The technical capabilities and educational potential of computers have increased in recent years. The advent of technologies such as CD-ROM may exacerbate an existing trend in the use of computers in education whereby values are transmitted to students without educators fully understanding the process. The implications of CD-ROM technology for the teaching of implicit and explicit values are discussed, and a social value paradigm is proposed as a partial answer to the problem. 相似文献