全文获取类型
收费全文 | 788篇 |
免费 | 4篇 |
专业分类
教育 | 624篇 |
科学研究 | 30篇 |
各国文化 | 10篇 |
体育 | 78篇 |
文化理论 | 9篇 |
信息传播 | 41篇 |
出版年
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 26篇 |
2018年 | 18篇 |
2017年 | 29篇 |
2016年 | 23篇 |
2015年 | 17篇 |
2014年 | 16篇 |
2013年 | 182篇 |
2012年 | 15篇 |
2011年 | 19篇 |
2010年 | 28篇 |
2009年 | 18篇 |
2008年 | 16篇 |
2007年 | 15篇 |
2006年 | 17篇 |
2005年 | 9篇 |
2004年 | 16篇 |
2003年 | 18篇 |
2002年 | 19篇 |
2001年 | 10篇 |
2000年 | 13篇 |
1999年 | 12篇 |
1998年 | 7篇 |
1997年 | 12篇 |
1996年 | 14篇 |
1995年 | 13篇 |
1994年 | 10篇 |
1993年 | 12篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 7篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 9篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 12篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1972年 | 3篇 |
1971年 | 4篇 |
排序方式: 共有792条查询结果,搜索用时 15 毫秒
91.
92.
Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not
engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females
are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable
(http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections
and impede female progression through technology classes. It is these factors that our educational system must address.
Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening
classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi,
1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice,
1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to
pursue higher level computer classes.
Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once
outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology
gap (Kumagi, 1995). 相似文献
93.
ABSTRACTDespite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies. 相似文献
94.
Harvey Goldstein 《比较教育学》2004,40(1):7-14
It is argued that the ambitious programme ‘Education for All’, launched by UNESCO, could be seriously undermined by its reliance upon the achievement of numerical ‘targets’. Evidence from existing attempts by countries to impose educational targets reveals undesirable side‐effects and distortions of educational systems. The paper explores some of the possible consequences of UNESCO's adherence to such targets. 相似文献
95.
96.
Harvey Kantor 《Educational theory》1978,28(3):175-185
97.
98.
We investigated the contributions of stressful life events and resources (social support and social problem-solving skills) to predicting changes in children's adjustment. At Time 1, 361 third through fifth graders completed measures of social support and social problem-solving skills. Their parents completed a stressful life events scale and a child behavior rating measure. The children's teachers provided ratings of behavioral and academic adjustment. 2-year follow-up data (Time 2) were obtained for approximately half of the sample on the same measures. Time 1 stressful life events and resources showed some significant but modest zero-order correlations with the Time 2 adjustment indices. Hierarchical multiple regressions revealed prospective effects for Time 1 social support on later teacher-rated competencies and grade-point average. In addition, increases over time in social support and social problem-solving skills (a composite score) were significantly related to improvement in behavioral and academic adjustment, whereas stressful life events were not predictive of adjustment. 相似文献
99.
100.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献