全文获取类型
收费全文 | 2833篇 |
免费 | 36篇 |
国内免费 | 9篇 |
专业分类
教育 | 1964篇 |
科学研究 | 272篇 |
各国文化 | 48篇 |
体育 | 215篇 |
综合类 | 2篇 |
文化理论 | 22篇 |
信息传播 | 355篇 |
出版年
2023年 | 12篇 |
2022年 | 29篇 |
2021年 | 51篇 |
2020年 | 102篇 |
2019年 | 124篇 |
2018年 | 151篇 |
2017年 | 151篇 |
2016年 | 137篇 |
2015年 | 97篇 |
2014年 | 131篇 |
2013年 | 704篇 |
2012年 | 101篇 |
2011年 | 92篇 |
2010年 | 94篇 |
2009年 | 84篇 |
2008年 | 81篇 |
2007年 | 72篇 |
2006年 | 68篇 |
2005年 | 35篇 |
2004年 | 32篇 |
2003年 | 45篇 |
2002年 | 33篇 |
2001年 | 34篇 |
2000年 | 31篇 |
1999年 | 22篇 |
1998年 | 17篇 |
1997年 | 19篇 |
1996年 | 18篇 |
1995年 | 16篇 |
1994年 | 13篇 |
1993年 | 19篇 |
1992年 | 13篇 |
1991年 | 22篇 |
1990年 | 9篇 |
1989年 | 16篇 |
1988年 | 10篇 |
1987年 | 18篇 |
1986年 | 11篇 |
1985年 | 20篇 |
1984年 | 12篇 |
1983年 | 11篇 |
1982年 | 16篇 |
1981年 | 10篇 |
1980年 | 10篇 |
1979年 | 13篇 |
1978年 | 11篇 |
1977年 | 5篇 |
1975年 | 7篇 |
1973年 | 6篇 |
1971年 | 6篇 |
排序方式: 共有2878条查询结果,搜索用时 15 毫秒
931.
A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States 下载免费PDF全文
The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. 相似文献
932.
Sunnie Lee Watson William R. Watson Louis Tay 《Educational technology research and development : ETR & D》2018,66(6):1601-1617
In this paper, we present the development and validation of a new measure of attitudinal learning—the Attitudinal Learning Inventory (ALI). While specific scales are available for measuring attitudes, they largely focus on established attitudes, not the impact of instruction on those attitudes. We developed the inventory with two explicit objectives: (1) to measure a broad range of attitude constructs representing a holistic view of attitudinal learning and instruction; and (2) to facilitate the measurement of attitudinal learning that can be useful for educational researchers beyond traditional metrics. The ALI was developed and validated across two samples of a total of 1009 participants with diverse demographics. The ALI comprises 15 scale items and exhibited good psychometric properties and conformed to the theoretical four-dimensional structure of attitudinal learning: cognitive, affective, behavioral, and social. The ALI was also shown to correlate with behavioral metrics of class engagement. Future uses of the new measure are discussed. Participants were taken from entirely online populations, and while demographically diverse, implementation of the scale with face-to-face instruction, in varied settings, and across different groups of learners is needed to provide additional evidence of its intended generalizability and consider possible biases. 相似文献
933.
Cheu-jey Lee 《Educational Philosophy and Theory》2016,48(6):579-588
This article explores the connection between critical reading and Jurgen Habermas’s theory of communicative action. It proposes that Habermas’s criteria used for evaluating validity claims in communicative action can be applied in reading texts critically. Analyses of different types of texts are presented to show how critical reading is done in a Habermasian way. This article ends with a discussion of the application of Habermas’s theory in addressing educational issues. 相似文献
934.
935.
Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students. 相似文献
936.
Molly N. N. Lee 《Asia Pacific Education Review》2016,17(3):465-478
This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies. 相似文献
937.
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students' home language or culture into science instruction. During the 2‐year period of the intervention, teachers' beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1269–1291, 2007 相似文献
938.
Wolff-Michael Roth Yew Jin Lee SungWon Hwang 《Cultural Studies of Science Education》2008,3(2):231-261
Over the past three decades, science educators have accumulated a vast amount of information on conceptions––variously defined
as beliefs, ontologies, cognitive structures, mental models, or frameworks––that generally (at least initially) have been
derived from interviews about certain topics. During the same time period, cultural studies has emerged as a field in which
everyday social practices are interrogated with the objective to understand culture in all its complexity. Science educators
have however yet to ask themselves what it would mean to consider the possession of conceptions as well as conceptual change
from the perspective of cultural studies. The purpose of this article is thus to articulate in and through the analysis of
an interview about natural phenomenon the first principles of such a cultural approach to scientific conceptions. Our bottom-up
approach in fact leads us to develop the kind of analyses and theories that have become widespread in cultural studies. This
promises to generate less presupposing and more parsimonious explanations of this core issue within science education than
if conceptions are supposed to be structures inhabiting the human mind.
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献
Wolff-Michael RothEmail: |
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献
939.
Kyungmee Lee 《Educational technology research and development : ETR & D》2018,66(5):1255-1268
A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners’ real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online- and offline-“layers” of learners’ lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners’ offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author’s work that has examined students’ learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners’ simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners’ more authentically constructivist learning experiences. 相似文献
940.