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191.
Elisabeth A. Hasson 《Early Childhood Education Journal》1983,11(2):36-36
Have you introduced books yet to your infants? It's never too early. Books provide enjoyment while facilitating language development. One of the best ways to introduce books is to create your own. Such an individualized book takes the child's interests and put it right in front of him. 相似文献
192.
193.
Elisabeth Georgiadou Evangelos Triantafillou Anastasios A. Economides 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):261-278
With the proliferation of computers in test delivery today, adaptive testing has become quite popular, especially when examinees must be classified into two categories (pass/fail, master/nonmaster). Several well‐established organisations have provided standards and guidelines for the design and evaluation of educational and psychological testing. The purpose of this paper was not to repeat the guidelines and standards that exist in the literature but to identify and discuss the main evaluation parameters for a computer‐adaptive test (CAT). A number of parameters should be taken into account when evaluating CAT. Key parameters include utility, validity, reliability, satisfaction, usability, reporting, administration, security, and thoseassociated with adaptivity, item pool, and psychometric theory. These parameters are presented and discussed below and form a proposed evaluation model, Evaluation Model of Computer‐Adaptive Testing. 相似文献
194.
This paper begins by presenting theoretical arguments and empirical evidence to support the idea that morpheme analysis strategies
play a part in word recognition in reading, and in dyslexia in particular. The results of two studies are presented which
indicate that dyslexic adolescents use recognition of root morphemes as a compensatory strategy in reading of both single
words and coherent text. Furthermore, the evidence is reviewed that the use of morpheme recognition as a strategy in reading
to some extent depends on the linguistic awareness of morphemes in spoken language. Finally, results from a pilot study of
the effects of morphological awareness training of dyslexic students are presented which suggest that it may be possible to
improve the awareness of morphology independently of phoneme awareness, and that such a training may have positive effects
on reading of coherent text and on the accurate spelling of morphologically complex words. 相似文献
195.
Journal of Science Education and Technology - This study investigates the role that textbooks, virtual reality (VR), and mixed approaches (i.e., text and VR) can play in the development of the two... 相似文献
196.
197.
Hild Elisabeth Hoff 《Scandinavian Journal of Educational Research》2019,63(3):443-464
The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent “intercultural readers” in foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings. 相似文献
198.
Elisabeth Betlem Deidre Clary Marguerite Jones 《Asia-Pacific Journal of Teacher Education》2019,47(4):327-346
Governments worldwide have invested in teaching standards and performance benchmarks to improve teacher preparation and teacher quality that impacts student achievement. As a means of addressing these imperatives, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry. The model discussed reflects a systematic approach to constructing knowledge, skills and roles essential to effective mentoring. 相似文献
199.
Malgorzata Erikson Martin G. Erikson Elisabeth Punzi 《Assessment & Evaluation in Higher Education》2018,43(6):969-978
Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third-year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed. 相似文献
200.
France Frascarolo Nicolas Favez Elisabeth Fivaz-Depeursinge 《European Journal of Psychology of Education - EJPE》2003,18(2):101-111
Until now studies comparing fathers and mothers have mostly been realized in dyadic situations, father-infant versus mother-infant.
The aim of the present paper was to bring to the core similarities and differences, between fathers and mothers, in terms
of performance (N=42 families) in a triadic context. Father, mother and baby, seated in a triangular formation were invited
to play as usual: first, one parent played with the infant and the other was participant-observer, and then they reversed
their roles.
Globally, no differences were observed between fathers and mothers in terms of being available, keeping their assigned roles,
sharing a common focus of interest and co-creating games with their three month old infant. However a difference emerged when
the order in which parents began as active parent versus third party parent was taken into account. Mothers who played first
were better active partners than fathers, for keeping roles, sharing focus and co-creating games; and fathers who were first
third party parent were better than third party mothers for sharing a common focus. 相似文献