全文获取类型
收费全文 | 973篇 |
免费 | 25篇 |
国内免费 | 1篇 |
专业分类
教育 | 821篇 |
科学研究 | 39篇 |
各国文化 | 11篇 |
体育 | 34篇 |
文化理论 | 2篇 |
信息传播 | 92篇 |
出版年
2022年 | 9篇 |
2021年 | 16篇 |
2020年 | 13篇 |
2019年 | 21篇 |
2018年 | 35篇 |
2017年 | 37篇 |
2016年 | 24篇 |
2015年 | 28篇 |
2014年 | 30篇 |
2013年 | 249篇 |
2012年 | 28篇 |
2011年 | 32篇 |
2010年 | 21篇 |
2009年 | 30篇 |
2008年 | 32篇 |
2007年 | 25篇 |
2006年 | 23篇 |
2005年 | 20篇 |
2004年 | 22篇 |
2003年 | 22篇 |
2002年 | 18篇 |
2001年 | 12篇 |
2000年 | 28篇 |
1999年 | 11篇 |
1998年 | 16篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 9篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 6篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1969年 | 4篇 |
1966年 | 5篇 |
排序方式: 共有999条查询结果,搜索用时 31 毫秒
41.
This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal. 相似文献
42.
Demeter Elise Dorodchi Mohsen Al-Hossami Erfan Benedict Aileen Slattery Walker Lisa Smail John 《Higher Education》2022,84(3):589-609
Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at... 相似文献
43.
Bonnie L. Walker Nancy J. Osgood James P. Richardson Paul H. Ephross 《Educational gerontology》2013,39(5):471-489
This study compared staff and elderly knowledge, attitudes, and practices related to sexual expression by elderly persons in a long‐term care setting. Volunteers (N = 194) responded agree or disagree to 159 items. Significant differences were observed between the staff and elderly responses on 36 items. Areas of greatest differences involved knowledge and attitudes about consensual sex and sexual abuse, issues related to family attitudes toward remarriage and sexual expression, and age‐related changes and health problems related to sexuality. Items related to masturbation received the greatest percentage of no response. The staff had significantly higher total scores as compared to the elderly reflecting more knowledge, positive attitudes, and support for more proactive responses toward elderly sexuality. Findings have major implications for staff training in long‐term care settings. 相似文献
44.
45.
Maurice Place Jo Wilson Elaine Martin & Jessica Hulsmeier 《British Journal of Special Education》1999,26(3):158-163
The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments isbeing questioned and, at the same time, there is pressure to minimise the exclusion of disruptive pupils. The study reported in this article lookedat a group of children whose behaviour had prompted placement in a school for emotionally and behaviourally disordered (EBD) pupils. The results showed the overall rate of psychiatric disturbance in the group was 86% and, in particular, that the rate of Attention Deficit Hyperactivity Disorder (ADHD) was 70%. These findings suggest that a significant minority of disruptive pupils may have their difficulties compounded by the presence of ADHD, and raises the question of whether specific screening processes should be established for such pupils. 相似文献
46.
47.
48.
49.
Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty. 相似文献
50.
At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs. 相似文献