全文获取类型
收费全文 | 1172篇 |
免费 | 28篇 |
专业分类
教育 | 1010篇 |
科学研究 | 30篇 |
各国文化 | 22篇 |
体育 | 46篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 84篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 19篇 |
2020年 | 20篇 |
2019年 | 30篇 |
2018年 | 63篇 |
2017年 | 63篇 |
2016年 | 60篇 |
2015年 | 28篇 |
2014年 | 36篇 |
2013年 | 317篇 |
2012年 | 41篇 |
2011年 | 34篇 |
2010年 | 29篇 |
2009年 | 27篇 |
2008年 | 37篇 |
2007年 | 31篇 |
2006年 | 26篇 |
2005年 | 35篇 |
2004年 | 28篇 |
2003年 | 15篇 |
2002年 | 18篇 |
2001年 | 18篇 |
2000年 | 17篇 |
1999年 | 14篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 3篇 |
1975年 | 4篇 |
1971年 | 4篇 |
1968年 | 2篇 |
排序方式: 共有1200条查询结果,搜索用时 15 毫秒
11.
12.
13.
14.
15.
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
16.
Daniel D. Bingham Silvia Costa Stacy A. Clemes Ash C. Routen Helen J. Moore Sally E. Barber 《Journal of sports sciences》2016,34(20):2005-2010
This study presents a worked example of a stepped process to reliably estimate the habitual physical activity and sedentary time of a sample of young children. A total of 299 children (2.9 ± 0.6 years) were recruited. Outcome variables were daily minutes of total physical activity, sedentary time, moderate to vigorous physical activity and proportional values of each variable. In total, 282 (94%) provided 3 h of accelerometer data on ≥1 day and were included in a 6-step process: Step-1: determine minimum wear-time; Step-2: process 7-day-data; Step-3: determine the inclusion of a weekend day; Step-4: examine day-to-day variability; Step-5: calculate single day intraclass correlation (ICC) (2,1); Step-6: calculate number of days required to reach reliability. Following the process the results were, Step-1: 6 h was estimated as minimum wear-time of a standard day. Step-2: 98 (32%) children had ≥6 h wear on 7 days. Step-3: no differences were found between weekdays and weekend days (P ≥ 0.05). Step-4: no differences were found between day-to-day variability (P ≥ 0.05). Step-5: single day ICC’s (2,1) ranged from 0.48 (total physical activity and sedentary time) to 0.53 (proportion of moderate to vigorous physical activity). Step-6: to reach reliability (ICC = 0.7), 3 days were required for all outcomes. In conclusion following a 7 day wear protocol, ≥6 h on any 3 days was found to have acceptable reliability. The stepped-process offers researchers a method to derive sample-specific wear-time criterion. 相似文献
17.
This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed. 相似文献
18.
This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio‐economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3‐year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions. 相似文献
19.
20.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献