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141.
ABSTRACTThis study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level. 相似文献
142.
This paper reflects the current state in Russian education which has a strong correlation with the socio-economic crisis.
The responsibilities for education are held partially by the state and partly by other social institutions and as a whole,
all of them form the system of education. There is a rather wide set of laws, decree statements, and rules about education
in Russia, but they currently are far removed from practical realization. The situation with financing educators, schools,
and universities is very critical at present in Russia. The idea of differentiation and democratization in School Reform has
had both positive and negative effects. To rescue the Russian system of education from a crisis, a strong state policy in
education and a strong system of implementation are required.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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144.
Neil Baumgart Christine Halse 《Assessment in Education: Principles, Policy & Practice》1999,6(3):321-339
In the context of a broader research study on the intercultural understanding of teachers in Australia, Japan and Thailand, this paper focuses on approaches to learning and the role of assessment in shaping such approaches. Popular contrasts portray Asian learners as compliant and favouring rote memorisation and Western learners as independent and favouring deep, conceptual learning. Yet Asian students frequently outperform their Western counterparts in competitive tests purported to measure higher cognitive skills. Biggs and his associates have challenged the stereotypical view of Asian students as rote learners as a Western misperception. But data from the present cross-cultural study suggest it is more than a Western misperception, being shared by teachers in Japan and Thailand. With this background, this paper then explores the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level. This analysis of the ways in which knowledge and comprehension are assessed identifies different practices across cultures but not ones corresponding to the rhetoric on contrasting approaches to learning. Rather it concludes that assessment tasks classified superficially as comprehension can be approached through memorisation and conversely, those often classified as memorisation can require careful reading, thought and interpretation, while drawing from an extensive knowledge base. A shared understanding of the nature of assessment tasks in different cultures thus has the potential to dissolve the demarcation of culturally embedded learning styles and to enhance deep learning grounded in specialist knowledge for scholars, be they students or teachers, in all cultures. 相似文献
145.
Diane M. Gayeski Christine Sanchirico Janet Anderson 《Performance Improvement Quarterly》2002,15(2):15-31
As instructional design professionals are being asked more frequently to develop interventions for global environments, they must account for many complex intercultural communication and corporate globalization strategy variables. Simple rules of etiquette and stereotypes about particular cultures are tempting but dangerous assumptions upon which to base the design and delivery of training for multicultural learners. On the other hand, a full understanding of the subtle cultural differences that could impact global training is beyond the expectations to which instructional designers could reasonably be held. A more sensible approach than trying to know all the answers is knowing what questions to ask in the needs analysis and assessment phases. Based on a synthesis of literature and instantiated by several short examples, a framework for identifying important issues for instructional design and delivery in global settings is presented. 相似文献
146.
147.
Sensation seeking has been widely studied when investigating individual differences in the propensity for taking risks. However, risk taking can serve many different goals beyond the simple management of physiological arousal. The present study is an investigation of affect self-regulation as a predictor of risk-taking behaviors in high-risk sport. Risk-taking behaviors, negative affectivity, escape self-awareness strategy, and sensation seeking data were obtained from 265 high-risk sportsmen. Moderated hierarchical regression analysis revealed significant main and interaction effects of negative affectivity and escape self-awareness strategy in predicting risk-taking behaviors: high-risk sportsmen's negative affectivity leads them to adopt risk-taking behaviors only if they also use escape self-awareness strategy. Furthermore, the affective model remained significant when controlling for sensation seeking. The present study contributes to an in-depth understanding of risk taking in high-risk sport. 相似文献
148.
In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998. 相似文献
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150.
Jackson R Baird W Davis-Reynolds L Smith C Blackburn S Allsebrook J 《Health information and libraries journal》2007,24(2):95-102
OBJECTIVES: The objectives of this work were to identify the sources of information currently received, information-seeking behaviours, information requirements and preferences for future information provision amongst health and social care professionals providing care to children with health care needs. METHODS: Data were collected using a cross-sectional postal questionnaire survey. RESULTS: A wide range of information resources was reported as being available to professionals. However, a large proportion of respondents found it necessary to perform additional searches for information, suggesting that current resources were not satisfying their needs. The majority of professionals reported a preference for electronic formats, whilst a smaller proportion preferred hard copy materials. Participants promoted the use of informal networks as a means of support and exchange of information. CONCLUSION: Supplementing the information that is provided in electronic and hard copy formats, by enhancing informal networks, may be the most effective way of meeting the information needs of this group of professionals. 相似文献