全文获取类型
收费全文 | 792篇 |
免费 | 10篇 |
专业分类
教育 | 595篇 |
科学研究 | 26篇 |
各国文化 | 34篇 |
体育 | 84篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 57篇 |
出版年
2020年 | 15篇 |
2019年 | 26篇 |
2018年 | 39篇 |
2017年 | 28篇 |
2016年 | 22篇 |
2015年 | 23篇 |
2014年 | 20篇 |
2013年 | 191篇 |
2012年 | 22篇 |
2011年 | 22篇 |
2010年 | 22篇 |
2009年 | 34篇 |
2008年 | 25篇 |
2007年 | 26篇 |
2006年 | 21篇 |
2005年 | 17篇 |
2004年 | 21篇 |
2003年 | 26篇 |
2002年 | 9篇 |
2001年 | 12篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 13篇 |
1997年 | 6篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 2篇 |
1992年 | 11篇 |
1991年 | 5篇 |
1990年 | 12篇 |
1989年 | 11篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 8篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1954年 | 1篇 |
1953年 | 1篇 |
排序方式: 共有802条查询结果,搜索用时 15 毫秒
51.
University course assignments increasingly focus on group work and group projects to help students collaboratively discover more about their fields of study. The Thomas G. Carpenter Library realized the need to investigate means for reimagining itself to better accommodate today's researchers. The complex process of planning for the redesign of both services and space undertaken by the library is described and explained in this first of a planned series of articles. 相似文献
52.
53.
Jim Hordern 《欧洲师范教育杂志》2015,38(4):431-444
This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England. 相似文献
54.
Jim Greenlaw 《Educational Philosophy and Theory》2015,47(9):894-903
AbstractIf Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century skills movement. Arguments and anecdotes from the movement’s proponents concerning teachers’ technological accountability and competencies are attractive and compelling to some educators at the same time as they are oppressive and disturbing to others. In order to deconstruct the technophilic discourses of Prensky, Trilling, and Fadel, I juxtapose their work with Postman’s cautionary tales about totalitarian technocracy in schools. Postman wants educators to question their taken-for-granted assumptions about the ways in which they and their students should interact with technology. Prensky and his followers wish to provide educators with effective ways to involve their students in experiential learning partnerships through the use of serious gaming, e-books, crowdsourcing, and Facebook. As the views of Prensky and Postman are contrasted, a number of interesting issues emerge. What, for instance, is the nature of moral development and cultural identity formation when collective intelligence, hypertexts, and virtual relationships displace traditional textbook and face-to-face modes of learning? In this article, therefore, I attempt to synthesize the opposing perspectives of Prensky and Postman in order to establish a balanced and yet critical theory of the nature of e-learning. 相似文献
55.
Cristina Rodríguez Madelon van den Boer Juan E. Jiménez Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords. 相似文献
56.
57.
58.
59.
Manuel Jiménez Raya 《Educational Media International》2013,50(3-4):305-317
This paper discusses the professional development of primary modern language teachers through the use of new technologies. It explores the principles upon which the development of a multimedia learning environment (FLiP – Foreign Languages in Primary) was constructed. These entail principles of effective modern‐language teaching, principles of teacher education, and a conception of the effective teacher. In addition, ways in which technology can support the principles of effective professional development are discussed. Information technology can be extremely empowering, extremely motivating and extremely conducive to creating new and exciting teacher‐education environments. The most outstanding contribution is that multimedia environments can make teachers look beyond the immediate context thanks to the incorporation of indirect observation.Les multimédias dans la formation des enseignants en langues étrangères. Cet article discute le d´eveloppement professionnel des enseignants du primaire en langues modernes, grâce à l'utilisation des nouvelles technologies. Il explore les principes selon lesquels le développement d'un environnement multimédia a été construit (FLIP - Foreign Languages in Primary). Ils impliquent les principes de l'enseignement efficace des langues modernes, les principes de la formation des maîtres, et une conception du maître efficace. De plus, les façons dont la technologie vont soutenir les principes d'un développement efficace sont discutées. La technologie de l'information peut être très puissante, très motivante pour créer des nouveaux environnements excitants pour la formation des maîtres. La plus importante contribution est que les environnement mulitimédia amènent les maîtres à regarder au delà du contexte immédiat grâce à l'incorporation de l'observation indirecte.Multimedia in der Ausbildung von Lehrern für neue Sprachen. Dieses Papier erörtert die professionelle Entwicklung von Material zur Ausbildung von Grundstufenlehrern für moderne Sprachen durch die Verwendung neuer Technologien. Es vermittelt die Prinzipien, auf denen die Entwicklung einer Multimedia Lernumgebung ('FLIP - Foreign Languages in Primary') aufgebaut wurde. Diese enthalten Prinzipien modernen Sprachunterrichts, Prinzipien von Lehrerbildung und ein Konzept des 'wirksamen' Lehrers. Außerdem wird diskutiert, welche Technik die Prinzipien wirksamer professioneller Entwicklung unterstützen kann. Die Nutzung von Informationstechnologie kann extrem verstärkend, extrem motivierend und äußerst dienlich sein, neue und aufregende Möglichkeiten für die Lehrerbildung.zu schaffen. Der hervorragendste Beitrag ist, daß Multimediaumgebungen es Lehrern ermöglichen können, sich öber den unmittelbaren Kontext durch die Integration indirekter Beobachtung zu informieren. 相似文献
60.