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排序方式: 共有199条查询结果,搜索用时 15 毫秒
71.
This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research. 相似文献
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Vernon B. Harper Jr 《Communication Teacher》2013,27(3):61-64
Objective: Students will understand the communicative power of walking and how nonverbal communication relates to attitude development Courses: Public Speaking, Introduction to Communication Theory, and Intercultural Communication 相似文献
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Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum. 相似文献
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W. A. Harper 《Religious education (Chicago, Ill.)》2013,108(3):263-272
Working on the theological grounding of God's fellowship, this article identifies the manifestations within which the theology of divine nearness is appropriated in television narratives that revolve around issues of enslavement and healing in Philippine media. Second, it describes the conversion of this warm reception into patronage of the divine nearness responding to the human need for healing. This warm reception underscores the role of faith in the daily grind of life for an ordinary Christian viewer. This new space in media presents the merging of religion and media through narratives of healing in the context of human suffering. 相似文献
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A cross-cultural exploration of ‘wild’ in wilderness therapy: Canada,Norway and Australia 总被引:1,自引:0,他引:1
Nevin J. Harper Leiv E. Gabrielsen Cathryn Carpenter 《Journal of Adventure Education & Outdoor Learning》2018,18(2):148-164
This paper addresses pluralistic understandings of wilderness in the context of wilderness therapy (WT). The term wilderness perpetuates a modern worldview of place that beyond ‘civilisation’ exists an environment defined by risk, fear and an unpredictable nature. WT utilises outdoor travel and living practices during therapeutic intervention and health promotion although empirical justification for its use of wilderness for therapy is not yet established. This paper provides three cultural perspectives on wild places in relation to WT. These national perspectives are informed by local practices, historical and societal understandings of wilderness and supported by related literature from Canada, Norway and Australia. The authors (1) illustrate a number of contemporary western assumptions about wilderness enshrined in the WT and outdoor adventure literature, (2) cautiously propose core purposes for using wild places for therapy and (3) encourage further development of WT practice and research within national, regional and even across organisational contexts. 相似文献
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Ben Harper 《Journal of Research on Technology in Education》2018,50(3):214-225
As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K–12 settings? This review examined studies published in peer-reviewed journals between 2005 and 2016. Findings indicated that studies examined two types of teacher–student interactions that technology influenced: (a) face-to-face interactions in traditional classrooms, and (b) online interactions in traditional and virtual classrooms. Technology promoted collaboration between teachers and students during learning activities, and teachers who used technology leveraged it to maximize their uses of strategies aimed at facilitating learning and promoting students' exploration of content. (Keywords: teacher–student interaction, educational technology, technology, integration) 相似文献