全文获取类型
收费全文 | 790篇 |
免费 | 16篇 |
专业分类
教育 | 631篇 |
科学研究 | 11篇 |
各国文化 | 10篇 |
体育 | 67篇 |
文化理论 | 4篇 |
信息传播 | 83篇 |
出版年
2021年 | 6篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 23篇 |
2017年 | 16篇 |
2016年 | 19篇 |
2015年 | 15篇 |
2014年 | 19篇 |
2013年 | 196篇 |
2012年 | 24篇 |
2011年 | 29篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 16篇 |
2007年 | 16篇 |
2006年 | 15篇 |
2005年 | 15篇 |
2004年 | 19篇 |
2003年 | 15篇 |
2002年 | 27篇 |
2001年 | 6篇 |
2000年 | 15篇 |
1999年 | 12篇 |
1998年 | 5篇 |
1997年 | 14篇 |
1996年 | 13篇 |
1995年 | 15篇 |
1994年 | 14篇 |
1993年 | 18篇 |
1992年 | 6篇 |
1991年 | 13篇 |
1990年 | 10篇 |
1989年 | 4篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 12篇 |
1985年 | 7篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 11篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 10篇 |
1977年 | 6篇 |
1976年 | 11篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1971年 | 5篇 |
1968年 | 3篇 |
排序方式: 共有806条查询结果,搜索用时 15 毫秒
101.
102.
ABSTRACTThis paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice. 相似文献
103.
Leslie L. Bohon Susan McKelvey Joan A. Rhodes Valerie J. Robnolt 《Teacher Development》2017,21(5):609-634
AbstractExperiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning. 相似文献
104.
Stephen P. Safran Joan S. Safran Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394
Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner. 相似文献
105.
106.
Joan Forbes 《Journal of Research in Special Educational Needs》2006,6(2):99-107
This paper opens with a discussion of the relevance of service integration to the successful implementation of the Integrated Community Schools (ICS) policy in Scotland. It continues to offer an overview of the teacher/speech and language therapist (SLT) collaboration policy context and introduces some of the relevant wider children's services integration policy themes. The approach and aim of a discourse-based analysis are then discussed and the paper continues to suggest how such an approach may be used to uncover individuals' identifications and subject positions. The analytical framework of five dimensions of power is introduced, empirical data are analysed to demonstrate how collaboration operates in practice in one specific collaboration relationship, and the issues of power which were uncovered are examined. The analysis would suggest that while policy discourses construct collaboration in particular ways, practitioners differentially appropriate collaboration and other professional discourses as resources with which to construct acceptable identities. 相似文献
107.
Joan Freeman 《High Ability Studies》1991,1(2):165-171
Because the very early development of abilities is vitally affected by personal relationships, research emphasis has shifted away from the quasi‐experimental situation to the more natural home context. This has resulted in the rejection of some limiting ideas of very early potential, and particulary appropriate for the highly able, concern with young children's own awareness of what they do. The educational conclusions are that infants who develop and learn with speed and ease need a wide variety of activities, with parents who are aware and responsive, especially in play and verbal interaction. They also need both the appropriate material provision and facilities for practice to develop specific skills. 相似文献
108.
Joan Lieber 《Early education and development》1994,5(1):5-17
The sources of conflict, its resolution, and additional conflict components were described for 16 preschoolers with mild disabilities. Conflict episodes were contrasted to those of a comparison group of 15 preschoolers without disabilities. Children were videotaped for two 15-minute freeplay sessions, which were categorized and analyzed using a procedure developed by Laursen and Hartup (1989). Results indicated that children with and without disabilities engaged in conflict on a relatively infrequent basis, and that it was of short duration. In general, there were few differences between the sources of conflict and how they were resolved for children with and without disabilities. There was a tendency, however, for children with disabilities to have more disputes over objects, and for children without disabilities to have more disputes over pretend play. Children resolved their conflicts largely through insistence, and in the majority of conflicts there was a clear winner and loser. Implications for intervention and future research are discussed. 相似文献
109.
When rats learn to anticipate a sequence of stimulus events, such as a serial pattern of different food quantities, they are sensitive to the rule-based formal structure relating the magnitude of successive stimuli. Earlier research has shown that if formal structure is simple (e.g., if a single “less than” rule relates the size of each successive quantity), patterns are learned faster than if formal structure is complex (e.g., if two or more rules such as “less than” and “greater than” relate successive pattern quantities). Two experiments tested the hypothesis that pattern length modulates the role of pattern complexity. We predicted that pattern length and pattern complexity interact in determining pattern difficulty. That is to say, long complex patterns should be learned more slowly than short complex patterns. However, long simple patterns should be learned faster than short simple patterns. In Experiment 1, rats ran a straight runway to receive repeated sequences of food quantities. The long-monotonic group received a formally simple 18-10-6-3-1-0 pattern, in which each number represents a quantity of food pellets. The long-nonmonotonic group received a formally complex 10-1-3-6-18-0 pattern. Similarly, the short-monotonic and short-nonmonotonic groups received 18-1-0 and 1-18-0 patterns. Pattern tracking—fast and slow running in anticipation of large and small quantities of food, respectively—was taken as an index of pattern learning. In Experiment 2, comparable patterns were used, but rats leverpressed in a discrete-trial procedure; response latencies measured pattern tracking. In both experiments, rats learned formally simple patterns faster than they did formally complex patterns. In Experiments 1 and 2, but less clearly in Experiment 2, the predicted interaction was obtained. The results support and generalize the idea that rats encode and use some representation of the formal rule structure of serial patterns as they learn them. 相似文献
110.
Joan S. McMath 《Early Childhood Education Journal》1989,17(1):25-27
Cathleen looked forward to visiting her older sister's nursery school. During the Thursday morning visit, Cathleen enthusiastically investigated blocks, sand, paints and a basket of toy trucks. As the visit drew to a close Cathleen's mother said: We've had a nice visit and now let's put away these toys, Cathleen. I'll put a truck in the basket and then you put one in. A few minutes later when the cleaning up was completed, Cathleen's mother hugged her and said, You're the best two-and-a-half-year-old helper in the world.Joan S. McMath teaches in the School of Curriculum and Instruction at Ohio University in Athens, OH. 相似文献