全文获取类型
收费全文 | 1482篇 |
免费 | 30篇 |
国内免费 | 2篇 |
专业分类
教育 | 1173篇 |
科学研究 | 73篇 |
各国文化 | 20篇 |
体育 | 85篇 |
综合类 | 2篇 |
文化理论 | 10篇 |
信息传播 | 151篇 |
出版年
2023年 | 8篇 |
2022年 | 13篇 |
2021年 | 17篇 |
2020年 | 30篇 |
2019年 | 35篇 |
2018年 | 53篇 |
2017年 | 69篇 |
2016年 | 62篇 |
2015年 | 50篇 |
2014年 | 43篇 |
2013年 | 312篇 |
2012年 | 43篇 |
2011年 | 46篇 |
2010年 | 37篇 |
2009年 | 30篇 |
2008年 | 33篇 |
2007年 | 34篇 |
2006年 | 25篇 |
2005年 | 28篇 |
2004年 | 27篇 |
2003年 | 27篇 |
2002年 | 38篇 |
2001年 | 40篇 |
2000年 | 35篇 |
1999年 | 20篇 |
1998年 | 16篇 |
1997年 | 18篇 |
1996年 | 17篇 |
1995年 | 16篇 |
1994年 | 28篇 |
1993年 | 14篇 |
1992年 | 17篇 |
1991年 | 12篇 |
1990年 | 15篇 |
1989年 | 8篇 |
1988年 | 9篇 |
1986年 | 9篇 |
1985年 | 15篇 |
1984年 | 16篇 |
1983年 | 10篇 |
1982年 | 11篇 |
1981年 | 13篇 |
1980年 | 16篇 |
1979年 | 14篇 |
1978年 | 9篇 |
1977年 | 10篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1971年 | 7篇 |
1968年 | 5篇 |
排序方式: 共有1514条查询结果,搜索用时 15 毫秒
21.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
22.
23.
da Silva Cláudia Sampaio Corrêa Teixeira Marco Antônio Pereira Cardoso Paulo Fernández-Navarro Pablo Gonçalves Miguel M. Duarte Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
24.
25.
Sam Gordon 《海外英语》2011,(3):43-43
给小费?这在中国似乎不必。对于小费,各国有各国的讲究。在日本,如果给小费的话,会被认为是非常不礼貌的;而在美国,如果不给小费。服务员也许会追到街上问你要。 相似文献
26.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
27.
28.
Drawing on their experience in a Midwest healthcare system, the authors propose a model of leadership development through action learning that embraces ‘concentric collaboration’ at its core. The present study suggests that the process of concentric collaboration can serve to strengthen the skills of the individual leader as well as foster collective leadership. Central to the model is the growth and development of the individual leader which extends outward to create connections with others, ultimately increasing the social capital necessary to effect organizational change. This work contributes to the leadership development literature by offering a comprehensive model that includes the process of individual growth as well as collective capacity, organizational factors that support or inhibit this process as well as implications for practice. 相似文献
29.
It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions. 相似文献
30.
Giselle Martins dos Santos Ferreira Luiz Alexandre da Silva Rosado Márcio Silveira Lemgruber Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献