全文获取类型
收费全文 | 585篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 440篇 |
科学研究 | 12篇 |
各国文化 | 7篇 |
体育 | 61篇 |
文化理论 | 5篇 |
信息传播 | 71篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 10篇 |
2020年 | 24篇 |
2019年 | 30篇 |
2018年 | 44篇 |
2017年 | 40篇 |
2016年 | 36篇 |
2015年 | 25篇 |
2014年 | 31篇 |
2013年 | 121篇 |
2012年 | 15篇 |
2011年 | 25篇 |
2010年 | 15篇 |
2009年 | 17篇 |
2008年 | 16篇 |
2007年 | 9篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 3篇 |
2001年 | 8篇 |
2000年 | 11篇 |
1999年 | 10篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1989年 | 2篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1968年 | 2篇 |
1960年 | 2篇 |
1948年 | 1篇 |
1947年 | 1篇 |
1923年 | 1篇 |
1922年 | 1篇 |
1841年 | 1篇 |
排序方式: 共有596条查询结果,搜索用时 15 毫秒
81.
82.
83.
This study explores whether critical pedagogy is viable for meeting the goals of the Malaysia Education Blueprint (MEB) 2015–2025. The MEB has a particular focus on societal improvement and the authors suggest that critical pedagogy should be considered as a way of teaching as it specifically aligns with the aims of government policy. However, there is uncertainty about how critical pedagogy might be enacted in the Malaysian higher education context because it is difficult to understand and practise. The authors interviewed English language critical pedagogues from various countries about their experiences and found four common themes across all cultures. These were: co-construction of knowledge between teacher and student; new levels of trust; the use of problem-posing techniques; and evaluation of teaching and the student experience. These findings provide a guide to practice and the authors conclude that for critical pedagogy to gain acceptance across Malaysia, consideration needs to be given to changing prevailing cultural norms, the strict social order, as well as the political landscape of the country. 相似文献
84.
Joanna C. Dunlap 《TechTrends》2004,48(2):40-47
Conclusion By implementing knowledge management features in an EPSS-like structure, the WRCC provided a more effective performance solution
that was in alignment with the firm’s business objectives, making sure that both the employees’ learning and performance needs
and the firm’s needs were addressed (Stone & Villachica, 2003). The activity of building a WRCC helped the software engineers
learn about new tools and languages in the software engineering domain, while constructing a knowledge base to support their
future learning and professional development in that domain. In addition, their work on the WRCC helped software engineers
strengthen their connections to the larger software engineering communities of practice while they developed a local learning
community that encouraged sharing, coaching and mentoring. Ultimately, the firm was able to reduce their reliance on conventional
training by 70% - their original goal — by allowing the software engineers to create and use an on-the-job learning architecture
that was more situated, social, transparent, open, flexible and respectful of their workplace learning and professional development
needs. 相似文献
85.
Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have calculation fluency difficulties and positively identified 52% of the children who later showed fluency difficulties. The relation of early number skills to later calculation fluency has important implications for math screening and intervention. 相似文献
86.
Jacqueline Schwab Howard E. Kulin Elizabeth J. Susman Jordan W. Finkelstein Vernon M. Chinchilli Susan J. Kunselman Lynn S. Liben M. Rose DÂ⊃Arcangelo & Laurence M. Demers 《Child development》2001,72(5):1439-1450
The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences. 相似文献
87.
Joanna Augustyniak 《Irish Educational Studies》2016,35(1):101-115
Since 2004, Ireland has experienced the arrival of immigrants from various countries from all over the world including Poland. The Polish came to Ireland with their families including children of school age obliged to attend compulsory education. These children have attended schools dissimilar from the ones they are accustomed to in their home country in terms of teacher–student relationships. The question then arises as to what an Irish teacher is like in the opinions of young Polish immigrants? Is the image different from the one of a Polish teacher, or does the peculiarity of this job make teachers in various countries alike? This research conducted among a group of Polish grammar school students in Ireland helps to answer these questions. This article is a comparative study of teachers’ competence, and their personality, as well as their substantive, methodological and educational competence. The information was obtained by group interview technique with Polish youth aged 13–15 studying in Irish secondary schools at junior cycle level. 相似文献
88.
89.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
90.
Improving the comprehension of disabled readers 总被引:1,自引:1,他引:0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献