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101.
Science is not value-free, nor does it provide the only model of objectivity. Epistemic values guide the pursuit and methods of science. Cultural values, however, inevitably enter through individual practitioners. Still, the social structure of science embodies a critical system of checks and balances, and it is strengthened by a diversity of values, not fewer. Science also exports values to the broader culture, both posing new values- questions based on new discoveries, and providing a misleading model for rational decision-making. Science teachers who understand the multi-faceted relationship between science and values can guide students more effectively in fully appreciating the nature of science through reflexive exercises and case studies. 相似文献
102.
A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors (‘inclusion’ and ‘high-quality provision’) and inward-facing factors (‘educational and professional development’ and ‘leadership voice and status’). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors. 相似文献
103.
Douglas R. Hotek 《Performance Improvement Quarterly》2002,15(2):61-83
The study reported here is an attempt to fill a void in research regarding the opinions of people who actually work on the shop floor. In addition to providing historical and modern perspectives on the supervisory profession, its primary contribution is a prioritized set of 30 supervisory skills, synthesized from extant literature in the area of human performance. Factory personnel believe these skills are what are needed for leading and improving employee performance in the complex manufacturing environment of the 21st century. Using Likert‐type rating scales to serve as the data collection instrument, subject groups (sorted by employees, supervisors, and managers) representing manufacturing firms in the Waterloo/Cedar Falls, Iowa, metropolitan areas were asked to rate the importance of each of the 30 skills. Three data analyses were conducted: a Pareto analysis to determine which categories and skills were most important, a comparative analysis to measure how the groups differed in their ratings, and a one‐way analysis of variance F‐test to determine significant differences between the mean ratings of the groups. Where significant differences were discovered, apost hoc test was also conducted to assess pairwise differences. This study was successful in identifying a Taxonomy of Supervisory Skills for improving employee performance. Although the subject groups rated all 30 skills relatively high, six specific skills were found to be most important. In the rating of nine particular skills, significant pairwise differences were discovered. 相似文献
104.
This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000 相似文献
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107.
Douglas Allchin 《Metascience》2012,21(3):715-718
108.
Although the educational and psychological hazards of boredom are well documented, an increasing number of researchers have argued that boredom may be a helpful, rather than harmful, emotion for the growing individual. In this paper, we engage with this re-conception of boredom and explore its implications for contemporary education: Can boredom enhance student learning, or support certain forms of it? Can it be put to use in the classroom? What are the risks involved? In addressing these questions, we show that boredom can fulfil several important psychological functions under certain special conditions. At the same time, we argue that careful attention to the moral psychology of boredom reveals that it has significant disadvantages for helping students to develop a meaningful and fulfilling relationship to subject matter in the classroom. Against the backdrop of this analysis, we discuss the concept and experience of aspiration as a potential way of tempering and eventually obviating the psychological pitfalls of boredom. In the final section, we draw out several principles of an aspirational approach to grappling with boredom in education. 相似文献
109.
Barbara De La Harpe J. Fiona Peterson Noel Frankham Robert Zehner Douglas Neale Elizabeth Musgrave Ruth McDermott 《The International Journal of Art & Design Education》2009,28(1):37-51
What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further. 相似文献
110.