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231.
232.
Linguistic contrast of the form "It's not X; it's Y" is often used by adults to correct children's naming errors. The present studies examined whether such linguistic contrast could help preschoolers learn a novel color name. In Experiment 1, a novel color term was contrasted only once with 1 or 2 familiar color names. Contrasting a new color term with children's own label for the stimulus color helped 5-year-olds learn the new term, but contrasting the new term with randomly chosen familiar color terms did not. For 4-year-olds, neither kind of contrast helped much. Experiments 2 and 3 showed that when the contrastive information was presented more than once, even 3- and 4-year-olds performed much like the 5-year-olds in Experiment 1. Together, these findings suggest that contrasting a new term with a child's own term facilitates the acquisition of the new term, perhaps because it gives the child specific information about how two terms are related in meaning. 相似文献
233.
Denise S. Mewborn 《Journal of Mathematics Teacher Education》2000,3(3):301-303
Volume Contents
Contents of Volume 3 相似文献234.
The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program (EC-6). The study used an action research, mixed-methods design. Seventy-one pre-service teachers at a large public university in the southwest completed surveys about their preparedness to teach and teaching efficacy pre and post the student teaching semester. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly (p < .5) from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher. 相似文献
235.
Denise Beutel 《The Australian Educational Researcher》2010,37(2):77-91
236.
A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school-based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science. 相似文献
237.
238.
Denise M. Bostdorff 《Communication Studies》2013,64(2):340-361
Many scholars have praised the Internet as a locale where positive community building takes place. Conversely, this study examines 23 KKK web sites as an exemplar of how groups may engage in community building of a most egregious sort. Through appeals to white masculinity and, on some web sites, segmented appeals to women and to youth and children, Klan web sites attempt to create community that is unified by its opposition to minority groups, particularly Jews. The angry style of Klan discourse, which is compatible with the rhetorical conventions of the Web, discourages dissenting points of view while inflaming potential supporters. Moreover, Klan rhetoric on the Web encourages odious political activity, including acts of violence, at the same time that Klan web sites disavow responsibility for the consequences of their messages. 相似文献
239.
The faith schools debate 总被引:1,自引:1,他引:1
Denise Cush 《British Journal of Sociology of Education》2005,26(3):435-442
240.
Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Based on the patterns of cross-loading correlations, this study found that there were limited correlational relationships between the set of independent variables and the set of dependent TPACK variables. For this pilot study, the sample consisted of 90 elementary education majors and 51 secondary education majors. 相似文献