全文获取类型
收费全文 | 1109篇 |
免费 | 14篇 |
专业分类
教育 | 894篇 |
科学研究 | 33篇 |
各国文化 | 7篇 |
体育 | 67篇 |
文化理论 | 4篇 |
信息传播 | 118篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 20篇 |
2020年 | 21篇 |
2019年 | 40篇 |
2018年 | 33篇 |
2017年 | 51篇 |
2016年 | 53篇 |
2015年 | 28篇 |
2014年 | 38篇 |
2013年 | 228篇 |
2012年 | 30篇 |
2011年 | 18篇 |
2010年 | 21篇 |
2009年 | 19篇 |
2008年 | 35篇 |
2007年 | 32篇 |
2006年 | 24篇 |
2005年 | 24篇 |
2004年 | 31篇 |
2003年 | 15篇 |
2002年 | 18篇 |
2001年 | 18篇 |
2000年 | 17篇 |
1999年 | 34篇 |
1998年 | 12篇 |
1997年 | 14篇 |
1996年 | 17篇 |
1995年 | 11篇 |
1994年 | 16篇 |
1993年 | 14篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1987年 | 7篇 |
1985年 | 19篇 |
1984年 | 11篇 |
1983年 | 9篇 |
1982年 | 8篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 4篇 |
1974年 | 5篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 4篇 |
排序方式: 共有1123条查询结果,搜索用时 15 毫秒
121.
Michael Barnett Heather Wagner Anne Gatling Janice Anderson Meredith Houle Alan Kafka 《Journal of Science Education and Technology》2006,15(2):179-191
Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students’ perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students. 相似文献
122.
123.
Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
124.
Susan Chambers Cantrell Janice F. Almasi Margaret Rintamaa Janis C. Carter 《The Journal of educational research》2016,109(1):7-26
In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention. 相似文献
125.
126.
This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated. We then relate certain observations which Swanwick makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick correctly identifies. Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching. 相似文献
127.
128.
Graham Webb 《Higher Education》1997,33(2):195-212
The notion of 'deep' and 'surface' approaches to learning is critiquedalong with phenomenography, the associated methodology and theory ofknowledge. A number of reasons are suggested to explain why the deep/surfacenotion has attained what is tantamount to foundational status within highereducation research, practice and development. These include its ability toboth cohere with the past while at the same time enabling a new generation ofresearchers to rise within the discourse; the contemporaneous growth ofeducational development centres and staff developers within higher educationinstitutions; the simplicity, universality and power of the metaphor.Some elements of a critique of phenomenography are suggested followingboth postmodern and philosophy of science objections regarding theobservational and interpretive neutrality of the researcher. These point tothe importance of the understandings of researchers in the construction ofresults. It is also suggested that the 'qualitative' nat ure of the researchis undeveloped and does not exhibit the hermeneutical values usuallyassociated with 'human' as opposed to positivist science.The idea of deconstruction is then introduced and the deep/surfacemetaphor discussed in terms of the post-structural critique of binaries.Finally, the question of power within the higher education developmentdiscourse is raised. 相似文献
129.
This study describes an elementary science model of professional development through mentoring by university science education
professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural
collaboration involving professors from the United States and Australia resulted in the socially constructed image of the
science education mentor. While there is no generic model for elementary science mentoring, results of data collection reveal
that (a) one-to-one mentoring has short-term implications for implementing constructivist science teaching practices; (b)
successful mentoring models include facilitating the understanding of science content, exploring elementary science pedagogical
content knowledge through modeling, and off-site professional development workshops; and (c) understanding and working from
the predispositions of the teachers is an essential component of effective professional development. 相似文献
130.