全文获取类型
收费全文 | 312篇 |
免费 | 14篇 |
专业分类
教育 | 244篇 |
科学研究 | 5篇 |
各国文化 | 6篇 |
体育 | 41篇 |
文化理论 | 2篇 |
信息传播 | 28篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 14篇 |
2018年 | 23篇 |
2017年 | 16篇 |
2016年 | 24篇 |
2015年 | 14篇 |
2014年 | 18篇 |
2013年 | 62篇 |
2012年 | 10篇 |
2011年 | 11篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 10篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1965年 | 2篇 |
1921年 | 1篇 |
1860年 | 1篇 |
排序方式: 共有326条查询结果,搜索用时 15 毫秒
131.
Clare Lidbury 《Children‘s Literature in Education》2013,44(4):345-358
This article examines whether Elinor M. Brent-Dyer’s Chalet School books—a series of girls’ school stories spanning the late 1920s to the early 1970s—can be regarded as historical sources for the study of physical education and dance in girls’ boarding schools during this period. An overview of her experience as teacher and headmistress, an examination of the training and role of PE teachers during this time, and observations on the role other staff played in games coaching and dance teaching confirms that this children’s literature is an accurate representation. The incorporation of contemporary details in her writing, through referencing current events for example, strengthens the case for acknowledging this. However it is concluded that the source becomes less accurate in the latter half of the series when Brent-Dyer lost contact with the education world and with young people. 相似文献
132.
Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. 相似文献
133.
134.
135.
136.
Clare Sullivan 《Gender and education》1993,5(1):93-101
This article deals with the everyday working life of a lesbian teacher working in a secondary school. It compares her experiences and the problems she faces with those of other lesbian and gay teachers. 相似文献
137.
138.
‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books
Clare Bartholomaeus 《Gender and education》2016,28(7):935-950
Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge. 相似文献
139.
Clare Beaumont 《Journal of Research in Reading》1982,5(1):29-42
This study investigated children's ability to read and understand sentences containing relative clauses (RCs). A small group of seven-year-old children were tested on their comprehension of four different types of sentences containing them. It was anticipated that sentences without relative pronouns would be more difficult to understand than those where they were present: for example, The horse the man is chasing is fat would be more difficult than The horse that the man is chasing is fat. This was indeed the case in sentences where the pronoun functioned as object in the RC. Where the pronoun functioned as subject, presence or absence of the pronoun (plus auxiliary verb) was not an important factor. It seemed that the children did not make consistent use of pronouns to aid their parsing of the sentence. It is suggested that a still incomplete understanding of function words may contribute to beginning readers' difficulties. Moreover, these results did not entirely bear out predictions made from spoken language data, which suggests that syntactic complexity in written language may need special consideration. 相似文献
140.