全文获取类型
收费全文 | 404篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 318篇 |
科学研究 | 32篇 |
各国文化 | 2篇 |
体育 | 15篇 |
综合类 | 6篇 |
信息传播 | 42篇 |
出版年
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 22篇 |
2017年 | 17篇 |
2016年 | 19篇 |
2015年 | 15篇 |
2014年 | 10篇 |
2013年 | 55篇 |
2012年 | 14篇 |
2011年 | 10篇 |
2010年 | 12篇 |
2009年 | 16篇 |
2008年 | 14篇 |
2007年 | 18篇 |
2006年 | 10篇 |
2005年 | 10篇 |
2004年 | 10篇 |
2003年 | 2篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 15篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1974年 | 2篇 |
1971年 | 3篇 |
1959年 | 2篇 |
1887年 | 3篇 |
1871年 | 2篇 |
1868年 | 2篇 |
排序方式: 共有415条查询结果,搜索用时 31 毫秒
51.
Lyn Henderson 《Educational technology research and development : ETR & D》1996,44(4):85-104
Instructional design is socially and culturally constructed. The article explores the proposition that the selective traditions
of instructional design consist of values, ideologies and images which act in the interests of particular cultural (class
and gendered) groups. It examines this premise and argues for multiple cultural, rather than multicultural, contextualization
of instructional design. It situates the multiple cultural model in an eclectic paradigm that appropriately combines elements
from (a) behaviorist, constructivist, and critical theory paradigms and (b) weak and strong culturally contextualized design
strategies. Cultural context is the very stuff, the scaffolding, of instructional design if users are to be positioned as
active participants who are given and take responsibility in the learning-teaching paradigm.
Her fields of teaching and research interest concern the cultural contextualization of instructional design of interactive
multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and
teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW. 相似文献
52.
哈森 《内蒙古师范大学学报(哲学社会科学版)》2004,33(1):71-75
内蒙古西部有入声的汉语方言形容词生动形式丰富多彩,具有浓厚的方言特色,很值得研究。笔者着眼于词的结构方式,将该方言形容词构词生动形式分为重叠式、加缀式、兼用式、连用式4大类,18个小类。在简要分析词的结构方式和构词过程的基础上,总结了每种小类型的结构式。 相似文献
53.
Bobbie A. Henderson 《Early Childhood Education Journal》1983,11(1):10-11
CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program. 相似文献
54.
AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
55.
Phillip Dawson Michael Henderson Paige Mahoney Michael Phillips Tracii Ryan David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献
56.
Michael Henderson Michael Phillips Tracii Ryan David Boud Phillip Dawson Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416
ABSTRACTDespite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved. 相似文献
57.
58.
59.
Andrea Drewes Joseph Henderson Chrystalla Mouza 《International Journal of Science Education》2018,40(1):67-89
Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student’s conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education. 相似文献
60.
环境与资源保护是科学发展观中重要的组成部分,对于环境和资源的保护我国曾采取了政策、行政、法律、法规等各种形式加以控制,并取得了一定成效,但现实情况仍不容乐观。本文指出了我国前期颁布的法律法规的缺陷,拟在市场经济条件下全方位地关注环境立法,包括市场机制的作用、政策法规的协调、环境立法的刑事化、环境立法的国际化等,旨在建构一个科学的、可长久实施的环境法律体系。 相似文献