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101.
102.
Heinz Streib 《Religious education (Chicago, Ill.)》2013,108(2):227-244
“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck 1 “My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class. 相似文献
103.
The homogeneity of the teaching profession is an international, as well as national, phenomenon. In an era of significant demographic change in schools and education policy development in Ireland and across Europe, the lack of solid data about the backgrounds of teachers and initial teacher education (ITE) applicants and entrants has hindered informed policy development, including in relation to ITE application procedures, selection criteria as well as teacher supply and demand. In this paper we discuss findings from the Diversity in Initial Teacher Education (DITE) national project. We present analyses of application (N?=?2,437) and survey data (N?=?530) to explore 2014 undergraduate primary (UG P) ITE entrants’ socio-demographic backgrounds. Key findings confirm that primary teaching remains a popular career choice attracting high academic achievers in Ireland. We note the continuing underrepresentation of males and of people from minority national and ethnic backgrounds. Roman Catholics and students without disabilities are overrepresented in the UG P cohort compared to postgraduate post-primary ITE cohorts and the general Irish population. Findings are discussed with reference to Irish and international literature on teacher diversity. 相似文献
104.
Milena Heinz‐De Albentiis 《欧洲师范教育杂志》1983,6(1):71-77
Against a background of working with a cross‐cultural educational research project in the Federal Republic of Germany the author identifies a number of the factors which form a barrier to full professional achievement by Italian teachers working with pupils of their own nationality in that country. Obstacles are found to exist on both sides of the cultural divide. Some of the difficulties encountered are analysed for both their theoretical and their practical implications and the author suggests some of the directions which effective multicultural education must take. 相似文献
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The studies presented here comprise a project on the educational significance of chaos theory. Or to put it in a nutshell,
we attempt to analyse critically whether the core ideas of chaos theory (as, for instance, limited predictability of chaotic
systems despite deterministic laws governing them) are worth teaching and learning and furthermore we follow up the question
of accessibility of these ideas for students. Subject matter structure clarification (i.e., construction of the mentioned
key ideas) analyses of educational significance on the basis of widely accepted aims of teaching science, empirical studies
on students' learning processes, and finally, development and evaluation of pilot instructional modules are closely interrelated.
To put it into our terminology, the studies are embedded in a Model of Educational Reconstruction which may be seen as an
approach to curriculum development that, on the one hand, takes into account the major insights provided by the constructivist
view of the past two decades resting, on the other hand, on the tradition of German pedagogical theories on framing educational
issues. 相似文献
108.
Where American kindergartners are taughtletters and letter sounds, Germankindergartners are not; where American firstand second graders receive an eclectic blend ofwhole language, whole word and phonics-basedapproaches, their German counterparts aretaught by an intensive synthetic phonicsapproach. As a probe to the consequences ofthese pedagogical differences on the emergenceof phoneme awareness, this study administeredtwo tests of phoneme awareness tokindergarten-, first- and second-grade childrenin Germany and America, along with readingtests, the digit span test and a test of RANcolor naming ability. The American kindergartenchildren excelled on a phoneme identityjudgement and a phoneme deletion task that theGerman kindergartners found difficult. Theiradvantage held equally whether the manipulatedsound was a syllable onset or the initial partof a consonant cluster. The first and secondgraders surpassed the kindergartners in bothcountries; however, the German first and secondgraders equaled their American peers on bothtasks and both types of units. In addition,the German children were more accurate decodersof pseudowords by the end of second grade, andthe association between phoneme awareness andGerman decoding ability was weaker. Anincreased emphasis on phonics and the greatertransparency of the German alphabet arediscussed as possible factors in the decodingexcellence of the German second graders and itsdecreased association with phoneme awareness.The contrast between the American and Germankindergartners and the equivalence of the firstand second graders in the two countries areconsistent with a view that phoneme awarenessdevelops primarily as a product of literacyexposure. 相似文献
109.
In the context of learning implementation of new ideas e.g. knowledge management in organizations often is neglected. Concerning
knowledge management measures we demonstrate its implementation in organizations. A theoretical framework was developed showing
the necessary basic conditions for implementing knowledge management. Subsequently we integrate the framework into a process
model illustrated by a case study. 相似文献
110.