全文获取类型
收费全文 | 1245篇 |
免费 | 31篇 |
专业分类
教育 | 955篇 |
科学研究 | 82篇 |
各国文化 | 18篇 |
体育 | 75篇 |
文化理论 | 4篇 |
信息传播 | 142篇 |
出版年
2023年 | 8篇 |
2022年 | 21篇 |
2021年 | 31篇 |
2020年 | 41篇 |
2019年 | 51篇 |
2018年 | 59篇 |
2017年 | 75篇 |
2016年 | 86篇 |
2015年 | 38篇 |
2014年 | 53篇 |
2013年 | 252篇 |
2012年 | 39篇 |
2011年 | 44篇 |
2010年 | 34篇 |
2009年 | 28篇 |
2008年 | 30篇 |
2007年 | 47篇 |
2006年 | 22篇 |
2005年 | 16篇 |
2004年 | 19篇 |
2003年 | 15篇 |
2002年 | 25篇 |
2001年 | 18篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 9篇 |
1997年 | 9篇 |
1996年 | 9篇 |
1995年 | 11篇 |
1994年 | 14篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 8篇 |
1984年 | 7篇 |
1983年 | 11篇 |
1982年 | 5篇 |
1981年 | 9篇 |
1980年 | 7篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1828年 | 3篇 |
排序方式: 共有1276条查询结果,搜索用时 15 毫秒
951.
In engaging in research we draw upon and develop meanings and concepts that help to frame what we do, how we do it and the meaning we make of it. In the process of framing, we exclude other possibilities from our research practices. To do research, then, is to engage in the fashioning of conceptual boundaries. This article explores the dilemmas of boundary‐making in the context of a research project aimed at exploring the border literacy practices of students in UK further education, those boundary‐crossing practices which relate to the everyday and more formal demands of the curriculum. This discussion is related to wider debates in the social sciences on the significance of boundaries and borders and their powerful effects on identities and actions. 相似文献
952.
This article advances a framework for computer implementation based on Vygotsky's theory of socially mediated cognitive development. The approach suggested by this framework, teacher-assisted computer implementation, acknowledges the critical role of the adult or more skilled partners in task performance and knowledge construction. An application of this approach, designated as software with enhancement, is described as it was used to provide language enrichment with Head Start children. Implications of this approach for computer implementation in early childhood classrooms are discussed. 相似文献
953.
In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates’ students’ learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability. 相似文献
954.
Kerry Anne Chappell Tamsin Pender Elizabeth Swinford Katherine Ford 《International Journal of Early Years Education》2016,24(3):254-278
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied inter-relationship of creativity and identity – creators are ‘making and being made’; they are ‘becoming’. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years. 相似文献
955.
Jens Stenger Narayan Khandekar Annie Wilker Katya Kallsen Daniel P. Kirby Katherine Eremin 《文物保护研究》2016,61(6):331-347
Mark Rothko's Harvard Murals are a series of paintings on canvas commissioned by Harvard University and created in the early 1960s. The present study investigates Rothko's creative process, materials, and technique with ultraviolet and infrared imaging, analytical chemistry, cross-sectional analysis, and comparisons with the literature. Infrared and Raman spectroscopy imaging of cross sections help with the chemical mapping of the paint stratifications. A comparison of paper studies, studies on canvas, and the final five works installed give a detailed insight into Rothko's editing process. The intimate relationship between works on paper and canvas is traced by uncovering a back and forth between the two media, and the mixing of dry pigment with binder is a common theme for works on both supports. Motif developments, changes, and distinct painting campaigns become apparent with ultraviolet induced visible fluorescence imaging and infrared reflected infrared digital photography. Color measurements and microfading experiments give insight into the stability and light sensitivity of the materials used by Rothko in the Harvard Murals. 相似文献
956.
The purpose of this article is to show how analysis of historical data from reported e-resources access problems at the Georgia State University Library was employed to improve the format and quality of future access problem identification and reportage and to create training for public services staff. The goal of the training was to provide front line staff at public service points with an appropriate level of knowledge, enabling them to either resolve basic issues with patrons in real time, or to report critical information effectively to others, thereby ensuring faster and more accurate problem resolution. The authors discuss the development, delivery, and impact of this ongoing training. 相似文献
957.
Data from the Minnesota Family Investment Program and the New Hope demonstration were used to determine whether experimental effects of antipoverty policies differ by parents' risk for nonemployment. Using propensity score analysis, increases in employment and income were largest in the harder-to-employ halves of both samples. However, only children in the moderately hard-to-employ quartiles (50th to 75th percentile) consistently showed improvements in school and behavior outcomes. The very-hardest-to-employ 25% experienced decreases in school engagement, and increases in aggressive behaviors, despite substantial increases in parental employment and income. In this group, increases in maternal depression, reductions in regular family routines, and smaller increases in job stability and center-based child care occurred. These factors may have counteracted the potential benefits of increased income on children. 相似文献
958.
Conclusion The Scale of Cognitive Demand, although of potentially daunting size, proved to be usable by teachers and useful to them.
Validation of the Scale confirmed that the cognitive demand construct was meaningful and appropriate for distinguishing between
the types of tasks encountered in printed Secondary Science materials. In the light of the data obtained from the trials by
teachers, and the validation and reliability procedures, a modified form of the instrument has been prepared. Further research
will be undertaken to establish the extent to which the modifications represent real improvements. 相似文献
959.
Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. “Investing in Equity in Education Pays off”, in Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not ‘just happen’ but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students’ social and emotional efficacy and re-engaging them in learning. 相似文献