全文获取类型
收费全文 | 11682篇 |
免费 | 147篇 |
国内免费 | 9篇 |
专业分类
教育 | 8191篇 |
科学研究 | 1274篇 |
各国文化 | 93篇 |
体育 | 845篇 |
综合类 | 3篇 |
文化理论 | 104篇 |
信息传播 | 1328篇 |
出版年
2022年 | 80篇 |
2021年 | 127篇 |
2020年 | 184篇 |
2019年 | 268篇 |
2018年 | 384篇 |
2017年 | 380篇 |
2016年 | 368篇 |
2015年 | 225篇 |
2014年 | 354篇 |
2013年 | 2158篇 |
2012年 | 286篇 |
2011年 | 315篇 |
2010年 | 270篇 |
2009年 | 245篇 |
2008年 | 308篇 |
2007年 | 262篇 |
2006年 | 233篇 |
2005年 | 214篇 |
2004年 | 227篇 |
2003年 | 196篇 |
2002年 | 185篇 |
2001年 | 248篇 |
2000年 | 256篇 |
1999年 | 241篇 |
1998年 | 127篇 |
1997年 | 158篇 |
1996年 | 145篇 |
1995年 | 116篇 |
1994年 | 125篇 |
1993年 | 109篇 |
1992年 | 207篇 |
1991年 | 164篇 |
1990年 | 148篇 |
1989年 | 173篇 |
1988年 | 147篇 |
1987年 | 127篇 |
1986年 | 133篇 |
1985年 | 147篇 |
1984年 | 106篇 |
1983年 | 110篇 |
1982年 | 90篇 |
1981年 | 100篇 |
1980年 | 82篇 |
1979年 | 131篇 |
1978年 | 99篇 |
1977年 | 83篇 |
1976年 | 73篇 |
1975年 | 61篇 |
1974年 | 76篇 |
1973年 | 63篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
161.
H. A. Smith J. E. Dyment A. Hill J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317
This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education. 相似文献
162.
The development of an effective response to the abuse of children in out-of-home care 总被引:1,自引:0,他引:1
The placement of children in foster or residential care does not ensure that children will be safe from abuse or neglect. The incidence of out-of-home maltreatment, especially sexual exploitation and abuse, has given rise to new community expectations and legislation which has placed the protection of children in alternate care squarely in the hands of the child protective system. These investigations differ in purpose and scope from familial investigations, and the current protective system is without adequate preparation, policy, and procedures to perform them. This paper discusses the differences in familial and out-of-home care investigations in relation to identification and reporting, assessing risk factors in the initial report, evidence gathering, essential components of the investigation, levels of culpability and corrective action approaches. The authors suggest that specialized investigation units may be more suited to these investigations than traditional child protective services. 相似文献
163.
Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation
of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely
intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding
the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied
cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1)
making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements
as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented. 相似文献
164.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
165.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献
166.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
167.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
168.
169.
For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately,
geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry
and spatial thinking, review research on professional development for these teachers, and describe a series of research and
development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a
significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of
their teachers. 相似文献
170.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献