全文获取类型
收费全文 | 610篇 |
免费 | 6篇 |
国内免费 | 4篇 |
专业分类
教育 | 488篇 |
科学研究 | 13篇 |
各国文化 | 11篇 |
体育 | 56篇 |
综合类 | 9篇 |
文化理论 | 2篇 |
信息传播 | 41篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 18篇 |
2016年 | 25篇 |
2015年 | 17篇 |
2014年 | 12篇 |
2013年 | 118篇 |
2012年 | 21篇 |
2011年 | 12篇 |
2010年 | 25篇 |
2009年 | 24篇 |
2008年 | 21篇 |
2007年 | 20篇 |
2006年 | 27篇 |
2005年 | 23篇 |
2004年 | 15篇 |
2003年 | 19篇 |
2002年 | 13篇 |
2001年 | 9篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 11篇 |
1997年 | 5篇 |
1996年 | 12篇 |
1995年 | 10篇 |
1994年 | 11篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有620条查询结果,搜索用时 0 毫秒
51.
Kit-ling Lau 《Educational Research and Evaluation》2013,19(1):47-66
This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed. 相似文献
52.
How responsible community colleges can help determine the degree to which they are serving the educational needs of minorities is the focus of this paper. The authors illustrate the importance of using US Census data and enrollment characteristics to assess how well colleges are serving the needs of all their constituencies. An example of how these data have been used for community colleges in one state is presented. The methodology discussed is seen as effective, however, only when such an assessment is used as the foundation upon which a complete package of services is provided to meet the needs of all students 相似文献
53.
Ken Hillis 《Culture, Theory & Critique》2013,54(1):73-89
Iconographic avatars in web-based graphical chat environments work to create a ‘shattered’ sense of self through the use of emblematics (the bringing together of text and image) coupled with a reformulated use of free indirect discourse, a style of indirect address found in the modern bourgeois novel. Free indirect discourse, or ‘middle voice’, is crafted by the novelist but takes on the characteristics of the person described, even as the difference between novelist and character creates an ironic distance directed at both the character and the reader who may be encouraged by the style to identify with the character. Avatar-driven graphical chat suggests a synthesis of the value of an avatar external to oneself and that of the ironic distance provided by free indirect discourse. The ‘middle ground’ of iconographic graphical chat environments exemplifies how images reformulate and seemingly mitigate the tensions inherent in text-based free indirect discourse – with its suggestion of ‘experience without a subject’ – to create greater ambiguity, irony and abstraction of the self and others. This mirrors how various forces of global capital work to reformulate the subject. 相似文献
54.
Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20-item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20-item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self-report item were found to be significantly different at the p = < 0.05 level. 相似文献
55.
56.
Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely... 相似文献
57.
Because high school dropouts are among the least advantaged members of American society, the educational system that has failed them has the social responsibility for remediating their educational and developmental needs. The community college is proposed as the institution most able to develop policies and programs that will enable these least advantaged members of American society to overcome the educational system that has failed them. This paper discusses the responsibility of providing a quality education to all individuals, examines the role the community college can play in meeting the educational and social needs of dropouts, and presents an innovative program at a community college that has been particularly effective in meeting the needs of dropouts. 相似文献
58.
Ken Kawasaki 《Science & Education》1996,5(1):1-20
Using structural linguistics, the present article offers an impartial frame of reference to analyze science education in the non-Western world. In Japan, science education has been free from epistemological reflection because Japan regards science only as effective technology for modernization. By not taking account of the world-view aspect of science, Japan can treat science as not self-referential. Issues of science education are then rather simple; they are only concerned with the question of how to, and answers to this question are judged according to the efficiency achieved for modernization.Science, however, is a way of seeing nature. This word is generally translated into Japanese as shizen which has a totally different connotation and therefore does not lead to an understanding of the Western scientific spirit. Saussure's approach to language is used to expose the consequences of the misinterpretations that spring from this situation. In order to minimize or prevent these misinterpretations, it is emphasized that science education should be identified with foreign language education in the non-Western world. 相似文献
59.
Mr Ken Appleton 《Research in Science Education》1991,21(1):1-9
Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years.
Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement.
This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology,
compared to the views of students who came to university straight from school. It examines, in particular, students' personal
feelings of adequacy in teaching science and technology in primary schools.
Specialisations: primary teacher education, teaching strategies in science. 相似文献
60.
Dr. Ken Appleton 《Research in Science Education》1995,25(4):383-393
This report examines, from a constructivist framework, how students presented with discrepant event problems during science
lessons begin the problem solving process by exploration of the problem space. Three discrepant events were presented to five
classes of eleven to thirteen year-olds using three different teaching strategies identified from the literature. The teaching
strategies used teacher demonstrations followed by students asking the teacher questions, teacher demonstrations followed
by an explanation by the teacher, and small groups of students under the guidance of the teacher. Data were collected from
field notes, video tapes of the lessons, and student interviews using a stimulated recall technique to elicit the students'
thinking during the lessons. The extent to which students could explore the problem space was found to be determined by the
teaching strategy used, as the first and last strategies encouraged students to find their own explanations. Different information
sources were also available in each of the teaching strategies. That is, exploration of the problem space was inextricably
linked to the social context, partially determined by the teaching strategy. Because of constraints imposed by each teaching
strategy none of those used was considered entirely satisfactory. An alternative strategy is suggested from a combination
of aspects of the strategies trialled. 相似文献