全文获取类型
收费全文 | 1686篇 |
免费 | 28篇 |
国内免费 | 2篇 |
专业分类
教育 | 1379篇 |
科学研究 | 29篇 |
各国文化 | 15篇 |
体育 | 58篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 229篇 |
出版年
2023年 | 12篇 |
2022年 | 15篇 |
2021年 | 17篇 |
2020年 | 32篇 |
2019年 | 73篇 |
2018年 | 72篇 |
2017年 | 80篇 |
2016年 | 75篇 |
2015年 | 34篇 |
2014年 | 81篇 |
2013年 | 399篇 |
2012年 | 49篇 |
2011年 | 53篇 |
2010年 | 34篇 |
2009年 | 42篇 |
2008年 | 82篇 |
2007年 | 51篇 |
2006年 | 51篇 |
2005年 | 42篇 |
2004年 | 41篇 |
2003年 | 38篇 |
2002年 | 22篇 |
2001年 | 24篇 |
2000年 | 25篇 |
1999年 | 23篇 |
1998年 | 21篇 |
1997年 | 20篇 |
1996年 | 25篇 |
1995年 | 21篇 |
1994年 | 25篇 |
1993年 | 17篇 |
1992年 | 18篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1970年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有1716条查询结果,搜索用时 15 毫秒
871.
Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense ‘needs’ the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change. 相似文献
872.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
873.
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth. 相似文献
874.
Dorothy Faulkner Richard Joiner Karen Littleton Dorothy Miell Linda Thompson 《European Journal of Psychology of Education - EJPE》2000,15(4):417-430
There has been considerable research concerning peer interaction and the acquisition of children’s scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children’s scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget’s (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children’s learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning. 相似文献
875.
876.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
877.
This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation. 相似文献
878.
Where do infants go? A longstanding assumption is that infants primarily crawl or walk to reach destinations viewed while stationary. However, many bouts of spontaneous locomotion do not end at new people, places, or things. Study 1 showed that half of 10- and 13-month-old crawlers’ (N = 29) bouts end at destinations—more than previously found with walkers. Study 2 confirmed that, although infants do not commonly go to destinations, 12-month-old crawlers go to proportionally more destinations than age-matched walkers (N = 16). Head-mounted eye tracking revealed that crawlers and walkers mostly take steps in place while fixating something within reach. When infants do go to a destination, they take straight, short paths to a target fixated while stationary. 相似文献
879.
880.
There have been few reports of advanced body composition profiles of elite fast bowlers in the sport of cricket. Therefore, the aim of the current study was to determine total, regional and unilateral body composition characteristics of elite English first-class cricket fast bowlers in comparison with matched controls, using dual-energy X-ray absorptiometry (DXA). Twelve male fast bowlers and 12 age-matched, non-athletic controls received one total-body DXA scan. Anthropometric data were obtained as well as left and right regional (arms, legs and trunk) fat mass, lean mass and bone mineral content. Fast bowlers were significantly taller and heavier than controls (P < 0.05). Relative to body mass, fast bowlers possessed greater lean mass in the trunk (80.9 ± 3.7 vs. 76.7 ± 5.9%; P = 0.047) and bone mineral content in the trunk (2.9 ± 0.3 vs. 2.6 ± 0.3%; P = 0.049) and legs (5.4 ± 0.5 vs. 4.6 ± 0.6%; P = 0.003). In the arm region, fast bowlers demonstrated significantly greater unilateral differences in bone mineral content (10.6 ± 6.6 vs. 4.5 ± 3.9%; P = 0.012). This study provides specific body composition values for elite-level fast bowlers and highlights the potential for muscle and bone imbalances that may be useful for conditioning professionals. Our findings also suggest beneficial adaptations in body composition and bone mass in fast bowlers compared with their non-athletic counterparts. 相似文献