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71.
72.
Lisa D. Murley S. Kay Gandy Jeanine M. Huss 《The Journal of environmental education》2017,48(2):121-129
Teacher candidates conducted field hours in the nation's first net zero school, which uses the same amount of energy, measured annually, as it produces. These teacher candidates saw firsthand integration of the net zero advantages by completing a Collaborative Research Project and a Net Zero Lesson, which incorporated the use of the net zero building features as part of the lesson plan criteria. As a result, teacher candidates experienced how students can learn from their constructed environment and how that learning could contribute to a more sustainable world. 相似文献
73.
Kay Kimber Hitendra Pillay Cameron Richards 《Asia-Pacific Journal of Teacher Education》2002,30(2):155-167
This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices. 相似文献
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75.
Jennifer Gore Rosie Joy Barron Kathryn Holmes Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549
Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused. 相似文献
76.
Frederick R. Maxwell Richard S. Calef D. W. Murray J. C. Shepard R. A. Norville 《Learning & behavior》1976,4(4):480-484
Multiple shifts in reward amount were given to rats in a straight runway. Both positive and negative contrast effects were observed. A positive contrast effect was observed, however, only if the shift from small to large reward occurred while the subject was evidencing a negative contrast effect. Implications for current conceptions of reinforcement contrast are discussed. 相似文献
77.
Kay Stevens 《Distance Education》1996,17(2):247-266
Industrialisation and distance education make uncomfortable bed fellows. This article critically analyses the paths travelled by distance education when burdened by industrial sociology. The models for industrialisation, specifically Fordist and post‐Fordist ones, whether methodologically anchored in modernity or post‐modernity, are argued as having relevance only to the production aspects of distance education. The attempts of various authors in distance education over recent years to identify strong paradigmatic links between distance education and industrialisation have resulted in the qualities of distance education as an educational process being overlooked or rejected in favour of a supposedly more ‘open’ form of teaching and learning. 相似文献
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Kay A. Chick 《Early Childhood Education Journal》1996,23(3):149-151
Too often, guidelines for quality child care emphasize the physical site, the equipment, safety, and the staff-child ratio.
However, to ensure high-quality child care for our children, the personal and professional attributes of quality caregivers
must be considered. The most important caregiver attributes are discussed, as one mother describes her search for child care. 相似文献