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101.
Grace Liu 《Journal of Business & Finance Librarianship》2013,18(3-4):249-258
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Marcus Grace Yeung Chung Lee Roman Asshoff Anita Wallin 《International Journal of Science Education》2013,35(11):1855-1874
This paper focuses on the views of 16–17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video, which were shared with their counterparts. The findings show that the decision-making task served to deepen and modify students' views across all nationalities, and the students generally valued and learned from the sharing of views with students of the same age from around the world. However, an important discovery was that the German students' opinions often ran counter to those from the other 3 locations, and the paper cautions against making broad-sweeping generalisations about students' views on socioscientific issues. 相似文献
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Deborah J. Trumbull Grace Scarano Rick Bonney 《International Journal of Science Education》2013,35(14):1717-1750
In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects. 相似文献
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ResumenLos datos lingüísticos fueron registrados mediante un vídeo en un contexto natural y habitual del niño. Se analiza el lenguaje desde los tres planos lingüísticos, sintáctico, semántico y pragmático. Además, para observar el nivel de desarrollo lingüístico, se comparó la producción del lenguaje del sujeto estudiado con la de otro niño cuyo desarrollo es adecuado.Tras los resultados obtenidos del trabajo, se puede concluir que los factores externos, en los aspectos que están relacionados a pautas de cuidado y de interacción diádica adulto-niño, son fundamentales para la adecuada adquisición y desarrollo lingüístico y, además, la rehabilitación del mismo no es muy esperanzadora. 相似文献
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The Open University has developed an array of tutorial and advisory services for its students over 16 years. These have been reviewed regularly for their academic appropriateness and effectiveness. More recently, urgent reductions in services have taken place, in response to financial restraints. During 1985, Mary Thorpe and colleagues in the Student Research Centre, the Institute of Educational Technology conducted in‐depth interviews with students and staff to explore their perceptions of studying with the Open University. 相似文献
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Gerald Grace 《牛津教育评论》2013,39(4):495-503
This paper is a reflection upon the research findings of Rebecca Allen and Anne West in relation to religious schools in London. While welcoming this contribution to the systematic study of faith schools (a neglected area of empirical inquiry), the paper argues that the use of ‘religious schools’ as a unitary category is problematic for the analysis. It also suggests that certain historical and cultural contextual knowledge is required when analysing the characteristics of different categories of religious schools. This response is intended to be helpful for future researchers into the different types of faith school. 相似文献
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This article reports on the crucial role of education in the Social Health Outreach Program (SHOP), a social network intervention designed to treat clinically depressed older women. The role of education in current psychological and medical therapies for depression is discussed, as is the educator's view that education is interventionist by nature and indispensable in transformative programs that aim to strengthen personal, economic, and social resources. The evolution of the role of education in SHOP'S social therapy is outlined, and its modalities—information‐sharing, skills training, and intellectual stimulation—are described. We show how, as a result of participant demand, the educational content of SHOP has gradually expanded during the program's four‐year history. We point out that, in SHOP, education functions as a tool for perspective transformation, during which participants are sensitized to “blame‐the‐victim” biases inherent in psychological and medical approaches to treating depression. Participants learn they are not the problem; rather, they suffer from a role‐determined, social identity deficit. SHOP'S current format is described, and the program is recommended to adult educators for use in a variety of settings. We conclude that, though not therapeutic in and of itself, education acts as an “enabling tool,” playing a crucial role in implementing SHOP'S social‐change therapy. 相似文献