全文获取类型
收费全文 | 591篇 |
免费 | 13篇 |
专业分类
教育 | 486篇 |
科学研究 | 11篇 |
各国文化 | 4篇 |
体育 | 7篇 |
文化理论 | 6篇 |
信息传播 | 90篇 |
出版年
2022年 | 5篇 |
2021年 | 11篇 |
2020年 | 11篇 |
2019年 | 13篇 |
2018年 | 11篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 15篇 |
2014年 | 22篇 |
2013年 | 130篇 |
2012年 | 11篇 |
2011年 | 21篇 |
2010年 | 8篇 |
2009年 | 12篇 |
2008年 | 22篇 |
2007年 | 16篇 |
2006年 | 12篇 |
2005年 | 19篇 |
2004年 | 10篇 |
2003年 | 13篇 |
2002年 | 23篇 |
2001年 | 9篇 |
2000年 | 10篇 |
1999年 | 12篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 14篇 |
1995年 | 10篇 |
1994年 | 14篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1970年 | 3篇 |
排序方式: 共有604条查询结果,搜索用时 15 毫秒
71.
Global citizenship (GC) is becoming increasingly significant as a desirable graduate attribute in the context of increasing globalisation and cultural diversity. However, both the means and ends of GC education are influenced by a divergent range of conceptualizations. The aim of this research project was to investigate preservice teachers’ understandings of global citizenship, with a particular focus on cultural diversity. Pre-service teachers (PSTs) participated in interviews, and findings indicated that they were uncertain about the idea of global citizenship, sought harmony and a desire for sameness in culturally diverse relationships, and held ethnocentric, paternalistic and salvationist views about the ‘Other’. Drawing on these findings, we present a framework incorporating technicist, humanistic and postcritical conceptions as a tool for analysis of GCE approaches, their means and ends. 相似文献
72.
Physical discipline and children's adjustment: cultural normativeness as a moderator 总被引:2,自引:0,他引:2
Lansford JE Chang L Dodge KA Malone PS Oburu P Palmérus K Bacchini D Pastorelli C Bombi AS Zelli A Tapanya S Chaudhary N Deater-Deckard K Manke B Quinn N 《Child development》2005,76(6):1234-1246
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety. 相似文献
73.
The purpose of this study was to determine if a linear procedure, typically applied to an entire examination when equating scores and reseating judges' standards, could be used with individual item data gathered through Angoffs standard-setting method (1971). Specifically, experts estimates of borderline group performance on one form of a test were transformed to be on the same scale as experts' estimates of borderline group performance on another form of the test. The transformations were based on examinees' responses to the items and on judges' estimates of borderline group performance. The transformed values were compared to the actual estimates provided by a group of judges. The equated and reseated values were reasonably close to those actually assigned by the experts. Bias in the estimates was also relatively small. In general, the reseating procedure was more accurate than the equating procedure, especially when the examinee sample size for equating was small. 相似文献
74.
75.
76.
This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues. 相似文献
77.
Helen Grimmett Rachel Forgasz Judy Williams Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. 相似文献
78.
Children served by school psychologists are frequently impacted by natural disasters. In the United States, tornadoes are a particular threat but have been studied very little. The current investigation developed a scale for assessing posttraumatic stress disorder (PTSD) in children in Kindergarten to Grade 6 impacted by a severe tornado. Six factors were found: Avoidance, Re‐experiencing, Interpersonal Alienation, Interference with Daily Functioning, Physical Symptoms/Anxiety, and Foreshortened Future. Prevalence rates for PTSD symptomology ranged from 34 to 44% for factor scores and 41% for meeting all three Diagnostic and Statistical Manual of Mental Disorder, fourth edition‐text revision (DSM‐IV‐TR; American Psychiatric Association, 2000) criteria; 40% indicated no symptoms. Children's fear during the tornado and damage to their school were related to many factor scores. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 283–295, 2006. 相似文献
79.
80.
Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment 总被引:1,自引:0,他引:1
Much knowledge in chemistry exists at a molecular level, inaccessible to direct perception. Chemistry instruction should therefore
include multiple visual representations, such as molecular models and symbols. This study describes the implementation and
assessment of a learning unit designed for 12th grade chemistry honors students. The organic chemistry part of the unit was
taught in a Computerized Molecular Modeling (CMM) learning environment, where students explored daily life organic molecules
through assignments and two CMM software packages. The research objective was to investigate the effect of the CMM learning
unit on students’ modeling skill and sub-skills, including (a) drawing and transferring between a molecular formula, a structural
formula, and a model, and (b) transferring between symbols/models and microscopic, macroscopic, and process chemistry understanding
levels. About 600 12th grade chemistry students who studied the CMM unit responded to a reflection questionnaire, and were
assessed for their modeling skill and sub-skills via pre- and post-case-based questionnaires. Students indicated that the
CMM environment contributed to their understanding of the four chemistry understanding levels and the links among them. Students
significantly improved their scores in the five modeling sub-skills. As the complexity of the modeling assignments increased,
the number of students who responded correctly and fully decreased. We present a hierarchy of modeling sub-skills, starting
with understanding symbols and molecular structures, and ending with mastering the four chemistry understanding levels. We
recommend that chemical educators use case-based tools to assess their students’ modeling skill and validate the initial hierarchy
with a different set of questions. 相似文献