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941.
Dr Robin G. Smith 《Research in Science Education》1997,27(1):141-154
The subject knowledge primary teachers have as a basis for their teaching of science has become a major concern in preservice
and inservice education in many countries, including Australia, the UK and the USA. There are differing views among policy
makers, teacher educators and student teachers about precisely what primary teachers need to know and how they are best prepared
for teaching science. This article reports an investigation into the science content and pedagogic content knowledge of student
teachers a university in the UK. Many students said that when approaching a real teaching situation they would be able to
prepare themselves adequately by independent research using published sources. The data from this study revealed that half
the group of students were able to do so with guidance although their initial background knowledge of science was weak. Implications
for the preparation of primary student teachers are discussed. 相似文献
942.
M.S.W. Martha L. Coulter Dr.P.H. M.D. Desmond K. Runyan Dr.P.H. Mark D. Everson Ph.D. Gail A. Edelsohn M.D. Nancy M.P. King J.D. 《Child abuse & neglect》1985,9(4):535-542
A child sexual abuse research project was designed which was dependent on referrals from local departments of social services. Significant differences in needs and goals existed between the referral sources and the research team. Modifications of project designs were necessary in the areas of subject recruitment, allocation of project resources, design and measurement, and analysis and reporting. These modifications resulted in a beneficial blend of service and research and produced a useful service in the setting of competent research. 相似文献
943.
树立科学的教育均衡发展观 总被引:8,自引:0,他引:8
树立科学的教育均衡发展观,对于保证教育事业健康发展至关重要。推进教育均衡发展,要深刻认识教育均衡发展的基本内涵,树立以人为本的教育均衡发展观,准确把握教育均衡发展的层次性,正确理解教育均衡发展的阶段性;要正视教育供给与教育需求的长期矛盾,认识导致教育发展不均衡的制度缺陷,警惕教育发展中的"低水平"和"高水平"均衡陷阱,了解我国社会教育流动的新特点;要把握教育均衡发展的关键问题,坚持全面协调可持续的教育均衡发展观,重点推进区域教育均衡发展,建立和完善教育均衡发展保障体系。 相似文献
944.
945.
This paper reports part of a larger study into the learning of the general public during visits to an interactive science
centre. Much previous research on visitors' learning has focused on students, whereas the explainers, who have most interaction
with visitors, have rarely been used as a data source. Reported here are the views of a representative sample of explainers
from a science centre. Data were collected through interviews and conclusions scrutinised by a wider group of explainers.
The findings suggest that explainers believe that first, visitors have fun at the centre; second, learning is not the main
purpose of the visit; third, their own role is to facilitate understanding of the exhibits, not to teach; fourth, learning
occurs when visitors relate experiences at the centre to experiences in the outside world; fifth, analogies facilitate understanding;
and sixth, incidental learning, unrelated to the intention of an exhibit, often occurs.
Specializations: interactive science and technology centres.
Specializations: gender issues and assessment in science and technology education. 相似文献
946.
Melissa L. Bessaha Carmen L. Solis Cheryl L. Franks Heejin Yoon Delmar Dualeh Hugo Monroy-Caceres 《Journal of Teaching in Social Work》2018,38(4):417-430
ABSTRACTField education is essential to the development of professional social workers. Despite the significant overlap in social work’s and higher education’s missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction. 相似文献
947.
Dr. Michael F. Nolan Dr. LaVeta A. Anderson Dr. John L. Mowrer 《Innovative Higher Education》1977,2(1):17-24
A survey was conducted among faculty members to determine their feelings about a nontraditional degree program. The faculty did not feel that the degree was of less rigor than a traditional degree and was in general favorable to the idea of innovative degree programs. However, the faculty was skeptical about any rewards that they might accrue by participating in the program. 相似文献
948.
Field experience education encompasses a wealth of undergraduate curricular opportunities, including cooperative education, internships, adventure learning, and study abroad. Studies of field experiences may be organized according to three stages of the experiential process: selection factors prior to the experience, immediate change due to the experience, and the persistence of change following the experience. Compared to traditional campus activities, field experiences appear to have some significant affective impact on college students. However, a knowledge of experimental design techniques makes obvious the need for a major revision of the manner in which field experiences have been evaluated. 相似文献
949.
950.