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51.
Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and... 相似文献
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Jack Priestley 《Interchange》2005,36(1-2):215-230
This paper is concerned with the process of religious thinking as a linguistic form of investigating the world of values, which stands in contrast to theology and religious studies. It hinges around Wittgenstein’s comment, “I am not a religious man but I cannot help but see every question from a religious point of view.” It argues that scientific modes of thought are now so dominant that values education of all types are distorted as science itself was once distorted in an age when theological language held sway. The result today is the worrying growth of what is usually termed fundamentalism or literalism. The paper introduces the thinking on this issue from the curriculum theories of the Danish thinker Søren Kierkegaard, which have been ignored for nearly two centuries, before examining the work of a modern scholar, Christopher Arthur. Finally Whitehead’s insights arising from his later works are brought into play to conclude the argument. 相似文献
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Jack Martin 《Instructional Science》1984,13(2):159-180
An initial outline of a cognitive schemata theory of self-instruction is presented. Three levels of schemata are described briefly. Attention then is devoted to the cognitive organization and operation of these schemata in relation to procedural and declarative knowledge stores, and in relation to everchanging situational information. The primary objective is to provide an initial basis for conceptualizing the cognitive competence required for self-instruction.Requests for reprints should be directed to Jack Martin, Associate Professor, at the above address. Work on this paper was begun while the author was an Associate Professor in the Faculty of Education at Simon Fraser University. 相似文献
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Engineering Design is rightfully regarded as a key element within all university Engineering courses and most laboratory assignments and project work seek to optimise the student's acquisition of knowledge and understanding of this process. Within this paper Engineering Design has been classified into a new 'hierarchy of task level' each one defined by an increased degree of design freedom that an Engineer has to consider. It is argued that this classification accurately reflects the varying complexity of tasks found within real world industrial environment. The optimal matching of these task levels to university course assignments is discussed and limitations identified. The need for further design experience within a wider industrial context is shown to be essential if the nature of design freedom is to be fully appreciated by the next generation of professional Engineers. 相似文献
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Peter R. Denner Stephanie A. Salzman Jack D. Newsome 《Journal of Personnel Evaluation in Education》2001,15(3):165-180
A standards-based admission process for qualifying caring and competent candidates for teacher preparation is presented. The major elements of the admission process include prerequisite standards that address the knowledge, dispositions, and skills candidates should possess upon entrance to the teacher education program; multiple assessments that evaluate the prerequisite standards; and an admission interview process that involves collaboration of arts and sciences faculty, education faculty, undergraduate students, and professionals from the field. A unique aspect of the admission process is its strong focus on dispositional standards. Emphasis is placed on qualifying future teachers into teacher education programs based upon demonstrated evidence of their meeting defensible and education community supported admission standards. 相似文献
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The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring. 相似文献
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Jack Frymier 《Journal of Personnel Evaluation in Education》1998,12(3):233-235
Holding teachers accountable for other people's (students) behavior is inappropriate policy that results in ineffective teaching, diminished enthusiasm for learning, and lower levels of achievement. There are both legal and psychological reasons for this. Making teachers responsible for students' behavior absolves students of responsibility for their own actions and develops an externalized locus of control in students that leads to teacher control and student dependence. Because every person is accountable for his or her own behavior but not for what other people do, teachers must be held accountable for what they do as teachers but not for what their students do as learners. Students are responsible for their own learning. 相似文献
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