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141.
The debate about the inclusion of laboratory practicals in the school curriculum is continued in this paper which reports
on fraudulent practice by students. One of the widely accepted goals of school laboratory practicals is to teach students
about the nature of scientific inquiry. This paper reports how student disclosures of their actual practice in school laboratories
is at odds with such a goal. We identify and define the student practice of “fudging” which involves faking, fabricating,
or stealing data. Five types of fudging behaviour are described. The factors contributing to and the motivations for such
behaviour are also identified. 相似文献
142.
143.
Katharine Swain Donna Pendergast Joy Cumming 《The Australian Educational Researcher》2018,45(3):315-342
This paper provides insight into middle school students’ perceptions and reactions to their participation in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students’ NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape. 相似文献
144.
The purpose of the present experiment was to describe a pattern of reinforcement sufficient to produce an unpredictable pattern of choice response by rats. On each trial two levers were inserted into an experimental chamber. If the reinforcement was always contingent upon single alternation (a simple pattern), Ss learned to alternate at significantly better than chance level; if reinforcement was contingent upon alternation on 50% of the trials (an insoluble pattern), Ss developed a position preference. To produce apparently random responding, the less preferred response (an alternation) was differentially reinforced on 75% of the trials. A simple stochastic model adequately described the results. 相似文献
145.
Donna J. McNierney 《TechTrends》2004,48(5):64-69
Conclusion As a teacher educator in this multi-dimensional information age, I must model instructional methods and develop activities
in my classrooms which help future teachers understand that technology based instruction is no longer an option. It is a requirement.
My instruction must help students rethink their prior classroom knowledge and experience and focus on how they can, now and
in the future, teach their students using this new software and methodology and enable them to become literate citizens in
a global world. 相似文献
146.
147.
Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing 总被引:1,自引:0,他引:1
This study examined the use of digital video editing as the main venue for fostering reflection. The impact of digital video
editing technology on preservice teachers' beliefs included shifts in (a) reflections regarding children's thinking, (b) planning
and instruction informed by reflection, and (c) notions of teaching expertise and requisite knowledge. Results were based
on an instructional approach emphasizing the exploration of preservice teachers' own planning and teaching as they edited
their own video accounts. These findings contrast typical video usage in teacher preparation in which teachers reflect upon
the practice of others. Implications for teacher education programs and future research are discussed. 相似文献
148.
John H. Flavell Donna L. Mumme Frances L. Green Eleanor R. Flavell 《Child development》1992,63(4):960-977
The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning morality, social convention, value, and ownership of property. In contrast to the older subjects, most 3-year-olds had difficulty in attributing to others deviant beliefs of all types, except perhaps ownership, sometimes even after having been told repeatedly what the other child believed. In addition, intercorrelations among different belief tasks were positive and substantial. It was suggested that an emerging representational conception of the mind is what enables older preschoolers to understand the possibility of belief differences of all these types. 相似文献
149.
ABSTRACTAcademics and practitioners are often at a loss when it comes to understanding the ethical socio-political and cultural contexts that invade the world of adapted physical activity. Ethical practice is situated in the local and the specific. In this article we highlight the reality that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of adapted physical activity are distinctive environments that vary across the globe. Because of the cultural diversity surrounding adapted physical activity, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately, we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within adapted physical activity. 相似文献
150.
我们生活在一个充满复杂性的宇宙中。一方面由于我们的人性使然,另一方面又由于语言的使用,我们给那种复杂性强加了许多限制。在从开普勒(Kepler)和伽利略(Galileo)一直到现代的经典西方思想中,减少复杂性一直是一个关键因素,而且产生了重大的科技突破。尽管如此,我仍然提出,在我们当前的多元化的、全球化的和技术取向的时代,简化作为一种思想惯习不再像过去那样有用了。在我们看来,复杂性理论激励我们认识人类思维的局限性,而且也能够让我们把一些内在于任何情境之中但又不能看到的可能性视为创造性潜能。转变人的态度,从"减少"复杂性到"拥抱"已经存在于关系和互动之中的一切,可能会导致复杂性思维,幸福地与神秘共生。 相似文献