全文获取类型
收费全文 | 1338篇 |
免费 | 31篇 |
专业分类
教育 | 1145篇 |
科学研究 | 42篇 |
各国文化 | 23篇 |
体育 | 51篇 |
综合类 | 3篇 |
文化理论 | 9篇 |
信息传播 | 96篇 |
出版年
2023年 | 8篇 |
2022年 | 10篇 |
2021年 | 20篇 |
2020年 | 20篇 |
2019年 | 34篇 |
2018年 | 67篇 |
2017年 | 66篇 |
2016年 | 63篇 |
2015年 | 34篇 |
2014年 | 42篇 |
2013年 | 353篇 |
2012年 | 43篇 |
2011年 | 38篇 |
2010年 | 33篇 |
2009年 | 32篇 |
2008年 | 40篇 |
2007年 | 42篇 |
2006年 | 27篇 |
2005年 | 38篇 |
2004年 | 30篇 |
2003年 | 18篇 |
2002年 | 22篇 |
2001年 | 25篇 |
2000年 | 18篇 |
1999年 | 17篇 |
1998年 | 17篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 14篇 |
1994年 | 8篇 |
1993年 | 12篇 |
1992年 | 10篇 |
1991年 | 15篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 11篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1968年 | 3篇 |
排序方式: 共有1369条查询结果,搜索用时 15 毫秒
21.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
22.
This article focuses on the evaluation of thesis supervision and highlights the vast range of problem areas presently documented as significant areas of concern for both graduate students and their supervisors. Additionally, the authors report on a study completed in 1995, which surveyed all Australian universities about current evaluative practices in postgraduate supervision. The conclusion of this study was that the conduct of such evaluations appears to be minimal and is primarily designed to obtain an indicator of the general health of a university's postgraduate supervision rather than to foster improved supervisory practices. As part of the same study, the authors conducted University faculty-based student and supervisor focus groups. Key issues emerging from these focus groups were: (1) the importance of relational aspects of supervision as the student communicates over the long term with one or more supervisors; (2) the importance of systematic feedback, monitoring, and evaluation to the supervisory process; and (3) the lack of strategies to facilitate this evaluative feedback process. On the basis of these findings, the authors designed evaluative strategies to facilitate regular ongoing feedback between students and supervisors. 相似文献
23.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引:1,自引:0,他引:1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献
24.
25.
Helen A. Alexander 《Assessment & Evaluation in Higher Education》1996,21(4):357-366
The process of assessing students on clinical placements has to date been under‐researched. In particular, while the involvement of subjective judgements in assessing students has been discussed in the literature, there has been no attempt to look for systematic evidence. This paper comprises the first attempt to relate judgement theory to the assessment of vocational education. Preliminary results demonstrate that physiotherapy assessors made subjective judgements of their students, that these contributed to the determination of assessment grades, and that in certain cases these judgements were erroneous. The relationship of these subjective judgements to the awarding of grades via a supposedly objective assessment instrument is not yet known. Given the widespread use of such assessment instruments across different professions, the question raised is whether all observational assessment systems suffer from similar problems. If students are being judged on criteria not included on assessment instruments, perhaps the other criteria being used need to be made more explicit. 相似文献
26.
27.
This investigation provided a comparative analysis of results of follow-up studies of graduates of doctoral programs at Ohio State and Michigan State universities. The same questionnaire survey and similar sampling procedures were used in both settings. The survey considered alumni perceptions of guidance committee activities, course work, comprehensive examinations, and dissertations. Most findings were consistent across both institutions (e.g., about one-fifth of the graduates from both universities wish they had taken more course work in research methodology). However, some striking contrasts were also found (e.g., the proportion of graduates who published articles based on their dissertations was 40% at one university and 23% at the other). The report offers recommendations for doctoral guidance committees suggested by the findings. 相似文献
28.
An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.
The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning. 相似文献
29.
30.
This paper examines the potential of outdoor learning for supporting children’s understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children’s attitude towards history and enabled many of the children to be able to easily recall highly specific factual knowledge. However, the children’s understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children’s learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy, needs to be planned for more explicitly. 相似文献