全文获取类型
收费全文 | 1048篇 |
免费 | 24篇 |
国内免费 | 2篇 |
专业分类
教育 | 819篇 |
科学研究 | 44篇 |
各国文化 | 11篇 |
体育 | 45篇 |
文化理论 | 14篇 |
信息传播 | 141篇 |
出版年
2022年 | 8篇 |
2020年 | 18篇 |
2019年 | 25篇 |
2018年 | 35篇 |
2017年 | 42篇 |
2016年 | 34篇 |
2015年 | 22篇 |
2014年 | 28篇 |
2013年 | 227篇 |
2012年 | 26篇 |
2011年 | 24篇 |
2010年 | 23篇 |
2009年 | 23篇 |
2008年 | 35篇 |
2007年 | 15篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 13篇 |
2003年 | 18篇 |
2002年 | 15篇 |
2001年 | 32篇 |
2000年 | 21篇 |
1999年 | 19篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1995年 | 9篇 |
1994年 | 11篇 |
1993年 | 11篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1987年 | 14篇 |
1986年 | 21篇 |
1985年 | 15篇 |
1984年 | 7篇 |
1983年 | 14篇 |
1982年 | 9篇 |
1980年 | 9篇 |
1979年 | 17篇 |
1978年 | 9篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1972年 | 8篇 |
1970年 | 6篇 |
1969年 | 7篇 |
1966年 | 8篇 |
排序方式: 共有1074条查询结果,搜索用时 15 毫秒
201.
202.
203.
Dr. Norman D. Anderson 《Journal of Science Teacher Education》1993,4(2):44-50
Summary The major purpose of the SCI-LINK Projects was to explore ways of linking research scientists and school science teachers.
Not only did the project provide these teachers with a better understanding of scientific environmental research and recent
findings, but it allowed them to develop activities and other instructional materials they could use in their classrooms.
Leadership skills also were developed as evidenced by the Master Teachers that evolved and the many professional activities
in which they have been engaged since the first institutes.
Many things were done during the course of the project in order to make the process more efficient. These include assistance
to scientists in making their presentations and field trips more effective and helping teachers with their writing and library
skills. Also explored were the nature and format for the activities the teachers developed and how they can best be evaluated
and disseminated.
Positive feedback from teachers and the continued interest of research scientists to participate has led to another project
patterned after the model used in the SCI-LINK Project. This second generation project, GLOBE-NET, also supported by the National
Science Foundation, involves scientists and teachers in the development of instructional materials on global change.
At least some of the efforts to improve science education should include scientists and teachers as partners. The model used
in the SCI-LINK Project provides one way of doing so. 相似文献
204.
205.
Darlene H. Anderson Scott M. Trinh Paul Caldarella Blake D. Hansen Michael J. Richardson 《Early Childhood Education Journal》2018,46(5):487-496
Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore, research suggests that parents often are not adequately involved in interventions during this critical period of social development. In response to this need, a school-based intervention was implemented to increase the positive social interaction of three kindergarten students on the playground. Treatment consisted of (a) social skills training, (b) adult mediation, (c) self-evaluation and reinforcement, and (d) parent involvement through home notes. The effects of this intervention were assessed on the playground during recess using partial interval recording of target students’ positive interactions. During implementation of the intervention, all target students demonstrated improvements in social interaction. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this underserved population. 相似文献
206.
Using the 1975 National Center for Educational Statistics/Bureau of Census Participation in Adult Education survey data, this paper presents an analysis of part-time students at colleges and universities—who participates and who persists. Separate analyses of public two-year colleges and noncredit activities are also presented. The analysis is followed with a discussion of the implications. A general conclusion is that adult education at colleges and universities may rest on a precariously narrow base. 相似文献
207.
H F McMahon J S A Anderson 《British journal of educational technology : journal of the Council for Educational Technology》1980,11(3):201-220
The Departments of Education in England, Wales and Northern Ireland have indicated that the recently launched Development Programme in Microelectronics in Schools and Colleges is to be structured along lines 'comparable' to NDPCAL, the National Development Programme in Computer Assisted Learning (Department of Education and Science, 1979). This paper considers some of the possible consequences of this intention. Drawing upon the reports and evaluation studies of NDPCAL, their own personal experience within NDPCAL and the theories of innovation of Donald Schon, the authors identify 'regionalization' within the Microelectronics in Education Programme as the key to its long-term success. Alternative approaches to the development of regional infrastructures for the support of the innovation are explored and a proposal is made for the establishment, within the new Programme, of 'regionalization' projects. 相似文献
208.
Elizabeth E. Gardner Lindsey B. Anderson Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35
Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. 相似文献
209.
Talea Anderson Annie Gaines Chelsea Leachman Evan Peter Williamson 《The Reference Librarian》2017,58(4):257-277
As open education initiatives aiming to lower the cost of course materials appeared at two universities, librarians became involved in identifying open educational resources (OERs) for university courses. However, when considering a number of subject areas—particularly in colleges focused on upper-division instruction—librarians encountered problems related to the availability of resources and materials selection processes. For this project, librarians selected one prominent subject area at their respective institutions—engineering—and worked to identify best practices for introducing OERs into courses. They surveyed engineering faculty and instructors to better understand their perceptions and needs related to OERs and, based on this work, they suggest best practices for liaison librarians in specialized fields who wish to incorporate OERs into their outreach work with a focus on upper-division courses. 相似文献
210.