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861.
Nicole C. Green Helen Edwards Brenda Wolodko Cherry Stewart Margaret Brooks Ros Littledyke 《Distance Education》2010,31(3):257-273
The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses. 相似文献
862.
863.
Robert Lawy Gert Biesta Jane McDonnell Helen Lawy Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365
In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning. 相似文献
864.
Helen Joy Benzie 《高等教育研究与发展》2010,29(4):447-459
The current concern about low levels of English proficiency among international students who graduate from degree courses – that students’ English language skills are not being developed during their higher education experience – reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students and increased use of English language testing are among the solutions put forward. These debates over English language proficiency tend to construct English language as a skill that can be applied in any context and ‘native‐speaker’‐levels of language ability as essential for employment. Within such a formulation international students can only ever be defined as in deficit. Drawing on socio‐cultural theories of language learning and academic literacy, alternative understandings of language proficiency in internationalized higher education are explored. Improved communication skills among graduates are likely to be achieved through a better understanding of issues beyond classroom instruction, such as barriers to social integration with native‐speakers, which reveal many international students unable to access adequate levels of language experience. Without wider perspectives on the debate over English language proficiency in higher education, the many benefits of having international students in higher education institutions are obscured by negative attitudes and unrealistic expectations. 相似文献
865.
Helen Baker-Henningham Julie Meeks-Gardner Susan Chang Susan Walker 《Child abuse & neglect》2009,33(5):296-306
ObjectiveThe aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica.MethodsA cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire.ResultsFifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none.ConclusionsExposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence.Practice implicationsChildren in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression. 相似文献
866.
This paper provides an example of the application of the cognitive interview, a qualitative tool for pre-testing a survey
instrument to check its cognitive validity, that is, whether the items mean to respondents what they mean to the item designers.
The instrument is the survey used in the final phase of the International Study of Principal Preparation (ISPP ). This study involving researchers in 13 countries investigates those aspects of principals’ work perceived by them to be
most challenging in their early years in the position and the extent to which principals believe they were prepared for these
challenges. Both probing and think aloud approaches to the cognitive interview were used and revealed a small number of items
requiring amendment. 相似文献
867.
因为气候变化而濒临灭绝的第一个物种是北极熊。紧接着也许就是美洲鼠兔了。这些小兔子的近亲整个夏天都待在山顶布满卵石的地方,蹦蹦跳跳到处收集植物以储藏过冬的食物,还要随时钻到石头缝儿里躲避老鹰和黄鼠狼。它们“咿咿咿!”地警告彼此。再严肃的生物学家都说鼠兔是西部最可爱的动物。 相似文献
868.
Grace Skrzypiec Helen Askell‐Williams Xueqin Zhao Wenping Du Fei Cao Lihong Xing 《Psychology in the schools》2018,55(5):539-554
There has been substantial research in the United States, Europe, and Australia about factors influencing students’ well‐being. However, such research has been relatively rare in Mainland China. We administered four predictor scales (School Satisfaction, Self‐Concept, Relationships, and Resilience) and three outcome scales (Flourishing, Mental Health, and Children's Well‐Being) to 2,756 primary and middle school students in Mainland China. Confirmatory factor analysis indicated that the measured concepts were salient to the participants. Structural equation modeling using MPlus showed that Resilience was a strong predictor of all outcome measures, particularly for Mental Health and Positive Emotional State. Global Self‐Concept was the most notable predictor for Positive Outlook, whereas School Satisfaction was the strongest predictor of Flourishing. The results indicate potential areas for school‐based competency‐building initiatives to promote Mainland Chinese students’ well‐being. 相似文献
869.
870.
Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start 总被引:1,自引:0,他引:1
Catherine Ayoub Erin OConnor Gabrielle Rappolt-Schlictmann Claire Vallotton Helen Raikes Rachel Chazan-Cohen 《Early childhood research quarterly》2009,24(3):289-305
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed. 相似文献