全文获取类型
收费全文 | 1047篇 |
免费 | 27篇 |
国内免费 | 2篇 |
专业分类
教育 | 777篇 |
科学研究 | 82篇 |
各国文化 | 9篇 |
体育 | 93篇 |
文化理论 | 8篇 |
信息传播 | 107篇 |
出版年
2022年 | 8篇 |
2021年 | 15篇 |
2020年 | 21篇 |
2019年 | 42篇 |
2018年 | 44篇 |
2017年 | 43篇 |
2016年 | 31篇 |
2015年 | 14篇 |
2014年 | 21篇 |
2013年 | 236篇 |
2012年 | 30篇 |
2011年 | 24篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 23篇 |
2007年 | 16篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 22篇 |
2003年 | 17篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 13篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 16篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 11篇 |
1988年 | 12篇 |
1986年 | 13篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1983年 | 16篇 |
1982年 | 7篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1974年 | 8篇 |
1969年 | 5篇 |
1890年 | 7篇 |
排序方式: 共有1076条查询结果,搜索用时 15 毫秒
121.
122.
What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives 总被引:1,自引:0,他引:1
Patricia?S.?Wilson Thomas?J.?CooneyEmail author David?W.?Stinson 《Journal of Mathematics Teacher Education》2005,8(2):83-111
Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents. 相似文献
123.
124.
In this article the authors examine elaboration theory (ET), a model for sequencing and organizing courses which was developed by Charles Reigeluth and associates in the late 1970s. The purpose of the article is to offer a critique of ET based on recent cognitive research and to offer suggestions for updating the model to reflect new knowledge.Commentary by Charles Reigeluth follows this article. 相似文献
125.
A cascade model of professional development presents a particular risk that ‘knowledge’ promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers’ and teachers’ knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers’/teachers’ knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training. 相似文献
126.
Conclusions The current high rates of unemployment and underemployment of individuals with disabilities is evidence that traditional approaches to career development and transitions planning have not adequately met the needs of persons with disabilities. An individual's family and significant others have been recognized as having major impact on career development, although the ongoing dynamics of family influence on career development are not fully understood (Lopez & Andres, 1987). Currently, there is a lack of a conceptual framework to guide professionals in developing programs to utilize the family as a resource in the career development of individuals with disabilities. The developmental approach, as discussed in this article, is a sound basis for developing intervention strategies designed to assist the family and the individual to promote the career development of persons with disabilities. 相似文献
127.
Christopher Wilson 《Learning & behavior》1988,16(1):83-88
A series of experiments was carried out to investigate the ability of different types of stimulation to induce or intensify the “transport response” in 15-day-old rat pups when an initial stimulus, a pinch to the nape of the neck, produced either no transport response or only a very weak response. Rat pups given supplemental tactile stimulation, in the form of either an airpuff to the ventrum of a pinch to the tail, showed consistently stronger response intensities than when given only a pinch to the nape of the neck. Visual and auditory stimuli produced no increment in response intensities over those with only a dorsal pinch. Two additional experiments were carried out. The first investigated the ability of a puff of mist from an atomizer to induce a transport response in rats too old to show a strong response. The second investigated the induction of the transport response with supplemental stimulation in 19-day-old pups given haloperidol. Results suggest a nondopaminergic system subserving the response facilitation seen with supplemental tactile stimulation. 相似文献
128.
Rachel E. Wilson Leslie U. Bradbury 《International Journal of Science Education》2016,38(17):2621-2641
In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes. 相似文献
129.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
130.
Gillon Gail McNeill Brigid Scott Amy Denston Amanda Wilson Leanne Carson Karyn Macfarlane Angus Hikairo 《Reading and writing》2019,32(8):1989-2012
Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age... 相似文献