全文获取类型
收费全文 | 377篇 |
免费 | 6篇 |
专业分类
教育 | 264篇 |
科学研究 | 41篇 |
各国文化 | 5篇 |
体育 | 19篇 |
文化理论 | 8篇 |
信息传播 | 46篇 |
出版年
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 15篇 |
2019年 | 19篇 |
2018年 | 19篇 |
2017年 | 21篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 14篇 |
2013年 | 78篇 |
2012年 | 12篇 |
2011年 | 16篇 |
2010年 | 11篇 |
2009年 | 13篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1960年 | 2篇 |
1945年 | 1篇 |
1942年 | 2篇 |
1938年 | 1篇 |
1880年 | 1篇 |
1872年 | 2篇 |
1871年 | 1篇 |
1870年 | 4篇 |
1868年 | 8篇 |
1867年 | 2篇 |
1865年 | 1篇 |
排序方式: 共有383条查询结果,搜索用时 15 毫秒
111.
Emma Castelnuovo Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(4):467-492
Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches. 相似文献
112.
Helen Cahill Julia Coffey Larissa McLean Davies Jeana Kriewaldt Elizabeth Freeman Daniela Acquaro 《Teacher Development》2016,20(3):295-312
This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing. 相似文献
113.
Sex education takes place in a wide range of contexts including through the media. Media use among young men who have sex with men is high and gender identity and sexual orientation are topics often integrated into today’s media. Little is known about young men who have sex with men’s perceptions of how the media frames messages about gender identity and sexual orientation and the implications these messages have on HIV prevention. A greater understanding of young men who have sex with men’s perceptions of media framing about gender identity and sexual orientation is needed to ensure prevention efforts reach those most impacted by HIV. Focus groups were conducted with forty-two African American men who have sex with men, aged 18–21, living in the Southeastern USA. Thematic analysis revealed that participants reported using the Internet and television to access gender identity and sexual orientation information. Participants felt that the media’s framing of gender identity and sexual orientation only worsened HIV-related stigma and discrimination. Findings illustrate the important role that media can play in educating about gender identity and sexual orientation and the implications this framing has for HIV prevention. 相似文献
114.
Diane Mayer 《Asia-Pacific Journal of Teacher Education》2006,34(1):57-71
Today's workforce is characterised by an increasing mix of people with varying career aspirations, work motivators and job satisfiers. This paper discusses the intergenerational nature of today's workforce, which is currently dominated by the age groups commonly referred to as Baby Boomers and Generation X. The Baby Boomers defined and redefined work during the last quarter of the twentieth century, but as they track towards retirement, GenXers' valued work patterns and their career and life aspirations are increasingly dominating. This paper draws on a body of literature about a younger generation of workers and the current world of work in today's knowledge society, and discusses possible implications for the teaching profession, particularly for attracting and retaining young people as teachers. 相似文献
115.
Several studies of the validity of the intensive time series design have revealed a post-intervention increase in the level of achievement data. This so called “momentum effect” has not been demonstrated through the application of an appropriate analysis technique. The purpose of this study was to identify and apply a technique that would adequately represent and describe such an effect if indeed it does occur, and to use that technique to study the momentum effect as it is observed in several data sets on the learning of the concept of plate tectonics. Subsequent to trials of several different analyses, a segmented straight line regression analysis was chosen and used on three different data sets. Each set revealed similar patterns of inflection points between lines with similar time intervals between inflections for those data from students with formal cognitive tendencies. These results seem to indicate that this method will indeed be useful in representing and identifying the presence and duration of the momentum effect in time series data on achievement. Since the momentum effect could be described in each of the data sets and since its presence seems a function of similar circumstances, support is given for its presence in the learning of abstract scientific concepts for formal cognitive tendency students. The results indicate that the duration of the momentum effect is related to the level of student understanding tested and the cognitive level of the learners. 相似文献
116.
Peter Purg Klemen Širok Daniela Brasil 《The International Journal of Art & Design Education》2018,37(2):187-198
Several pedagogical assets of the blended‐learning courses conducted within the ADRIART.net partnership originate from their novel site‐specific approach and intercultural value. Conducted outside school environments across Austria, Croatia, Italy and Slovenia in 2011–2014, over a dozen of these intensive Master's programme workshops mixed students and mentors from different cultural and professional backgrounds, intersecting the realms of film, new media, photography, performance, architecture and contemporary art. These short‐term academic mobility courses concluded with public exhibitions, screenings or performances, often at eminent cultural venues or in public spaces pertaining to the site‐specific character of each course. This article discusses key issues that proved beneficial for conceiving and implementing this fruitful academic collaboration format. Several curricular and organisational solutions are presented that increased the positive impact on students as well as other stakeholders in this project‐based pedagogical piloting of the Media Arts and Practices international Master's programme. Set against its curriculum‐development framework, the article examines new methodological solutions, joint mentoring models and group dynamics management, as well as some specific logistical issues. Next to developing relevant employment skills and attitudes, such production‐oriented, but process‐aware course designs offer timely academic provisions as a response to a ‘glocalised’ world. More importantly, these course designs can also foster students' engagement with the actual (social, economic, natural, political) environment and the development of life‐long learning habits. 相似文献
117.
118.
Kerry J. Kennedy Simon Jimenez Di Mayer Suzanne Mellor Janet Smith 《Asia Pacific Education Review》2002,3(1):69-82
Civic education has been a priority for many countries in the Asia Pacific region over the past decade. Governments of different
persuasions have recognized the need to provide stability and cohesion in their societies. This has been particularly so at
a time when globalization and other forces threaten to fragment the nation state and co-opt its citizens into broader realms
of allegiance and commitment.
Policy makers have not been slow to come up with new directions for civic education in the school curriculum and the literature
now abounds with examples from different countries. Yet missing from this flurry of policy development has been recognition
of the role that teachers play in constructing civic education programs at the school level. In the end, it is teachers in
classrooms who determine how centralized polices are understood and implemented.
Drawing on a sample of Australian teachers, the purpose of this paper is to highlight the role that teachers play in constructing
and reconstructing civic education policy in schools and classrooms. Interviews conducted with teachers in four Australian
States/Territories have revealed that teachers ’ personal views of civics are more likely to influence them than external
policies, their focus is more on citizenship than formal civics programs and that they are reluctant to develop programs where
civic knowledge is formalized and disciplined based.
The research reported in this paper was funded by the Australian Research Council (ARC). The views expressed are those of
the authors and not the ARC. 相似文献
119.
Britta?OerkeEmail author Katharina?Maag Merki Monika?Holmeier Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241
The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters
and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have
not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams
in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase
in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from
2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively.
As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination
systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none
of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful
and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted
and consequences for further studies are formulated. 相似文献
120.