全文获取类型
收费全文 | 244篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 217篇 |
科学研究 | 17篇 |
各国文化 | 1篇 |
体育 | 8篇 |
信息传播 | 4篇 |
出版年
2023年 | 5篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 5篇 |
2019年 | 14篇 |
2018年 | 16篇 |
2017年 | 11篇 |
2016年 | 14篇 |
2015年 | 9篇 |
2014年 | 12篇 |
2013年 | 36篇 |
2012年 | 21篇 |
2011年 | 7篇 |
2010年 | 7篇 |
2009年 | 14篇 |
2008年 | 10篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有247条查询结果,搜索用时 31 毫秒
81.
A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development 总被引:1,自引:0,他引:1
Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the
past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being
viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional
development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how
teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional
development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional
development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their
growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive
impacts that teacher appraisal has on professional development. 相似文献
82.
Leo Ng Angus Burnett Amity Campbell Peter O'Sullivan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):255-259
The aim of the study was to determine the accuracy and variability of an electromagnetic device in measuring spinal kinematics on a traditional and replica rowing ergometer. Kinematic data collected from the 3-Space FastrakTM system using a Standard Concept II ergometer were compared with a replica ergometer that was in part, composed of non-ferrous materials (modified ergometer). The Fastrak's sensors were fixed to a wooden “spine” with known angles (as measured by an inclinometer). The mean inclinometer angle from four sensors (1 ± 0.2°) was significantly different than the mean angle recorded on the standard ergometer ( ? 5.4 ± 3.4°) (p = 0.007) whilst the angles recorded on the modified ergometer (1.4 ± 0.8°) were statistically equivalent to the inclinometer recordings (p = 0.660). These results indicate that the presence of ferrous material in a standard ergometer reduced the accuracy and increased the variability of data collected with the electromagnetic device. However, information collected on largely non-ferrous ergometers can provide coaches, biomechanists and clinicians with a quick and effective way to measure trunk kinematics during ergometer rowing. 相似文献
83.
84.
The literacy practices of many communities today show new ways of meaning making in the contemporary, technological and digital culture. A number of Malaysian adolescents belong to this culture. This pilot study reports the preliminary findings of a larger study aimed at describing the online activities of Malaysian adolescents. Fifty‐four participants from an urban secondary school in Penang took part in this study. One finding showed that the percentages of language use on the Internet were: 80.6 per cent in English, 10.6 per cent in Bahasa Malaysia and 8.8 per cent in Chinese. In addition, the study also revealed some common websites that these adolescents frequented. The findings point to the need to investigate the extent of these online literacy practices beyond school among the adolescent population in Malaysia and to look into the implications for ESL education. 相似文献
85.
Kim H. Koh Charlene Tan Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2012,24(2):135-149
Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in
teaching and learning so as to develop the students’ higher-order thinking. The importance of teaching and assessing higher-order
thinking in Singapore classrooms is encapsulated in the vision of ‘Thinking Schools’ launched by the Ministry of Education
in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil
tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic
assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem
solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many
teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting
the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained
professional development on authentic assessment for teachers. 相似文献
86.
87.
Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better ” whilst,
innovators prefer to “do things differently ”. This study explored the relationship between two creative styles (adaptor and
innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness
to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from
Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976),
NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory
(Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed
by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and
ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience
and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences
were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will
also be discussed. 相似文献
88.
This article argues that the development of civic education in Hong Kong can be divided into three phases chronologically: (1) before 1984: “depoliticization” by the state and the school; (2) 1984‐1997: “politicization” of the intended curriculum; and (3) 1997 onwards: “re‐depoliticization” of civic education and official confirmation of nationalistic education. In general, for phases one and two, the development is described as moving from de‐politicization to politicization, in response to the political development of Hong Kong from a British colony towards the Hong Kong Special Administrative Region (HKSAR) of People's Republic of China. The article continues by exploring the third phase in detail with reference to the official document: Learning to Learn: Life‐long Learning and Whole‐person Development and the official speeches of the Chief Executive, Tung Chee Hwa. A phenomenon of re‐depoliticization of civic education is identified, together with a strong upheaval of nationalistic education. This leads civic education “back to square one"—"re‐depoliticized”. The article concludes by highlighting that the development of civic education in Hong Kong is a typical example of how civic education reflects the political context of the society. 相似文献
89.
In this 1991 study the sex behavior and attitudes of first-year university students in Shanghai, China, were compared to attitudes and beliefs of first-year students in Hong Kong. Findings do not confirm a strong Western influence and increased promiscuity. The evidence suggests that the effect of Westernization or modernization is dependent on and varies with the nature of the imported Western culture and the form of and standards for sex education. Students from Hong Kong, which is more modernized than Shanghai, were less sexually active and more conscientious about using contraception. A high percentage of Shanghai students had experienced sexual intercourse and multiple sex partners. Christian males from the Hong Kong survey had less coital experience than non-Christian Hong Kong males. The surveys were conducted in 22 universities in Shanghai among 1919 first-year students, but only 25.1% responded with completed questionnaires (344 single Chinese males and 137 single Chinese females). The Hong Kong questionnaire was distributed to 7675 students. 2341 single Chinese males and 2247 single Chinese females who were unmarried and non-Chinese completed the survey (a 48.5% response rate). It is argued that restrained female unmarried sexuality is still limited by cultural and religious attitudes. 相似文献
90.
Lana?Yiu-Lan?KhongEmail author Pak?Tee?Ng 《Educational Research for Policy and Practice》2005,4(1):1-11
In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献