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381.
Mark Morgan Larry Ludlow Karl Kitching Michael O'Leary Aleisha Clarke 《British Educational Research Journal》2010,36(2):191-208
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro‐level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers’ job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience. 相似文献
382.
We examine the extent to which readily available data at a large public university can be used to a priori identify at-risk
students who may benefit from targeted retention efforts. Although it is possible to identify such students, there remains
an inevitable tradeoff in any resource allocation between not treating the students who are likely to exit without treatment
and treating students who are likely not to exit in the absence of the treatment. At-risk students are found to remain at
risk throughout their college career. Moreover, conditional on exiting the institution, the degree to which the student was
at risk is predictive of whether the student subsequently re-enrolls elsewhere and the type of institution at which this re-enrollment
occurs. In this context, we discuss how retention policies relate to insuring the initial match is appropriate, recognizing
that some attrition can be in keeping with the broad social interest. 相似文献
383.
Results of various studies suggest that multimedia ‘case methods’ (activities associated with case documentaries) have many
benefits in university-based teacher education contexts. They can, for example, help to ‘bridge the gap’ between perspectives
and practices held by academic teacher educators and those held by student-teachers – who may adhere to perspectives and practices
commonly supported in schools. On the other hand, some studies, along with theoretical arguments, suggest that there are limits
to the effectiveness of multimedia case methods – because, for example, they can never fully represent realities of teaching
and learning in schools. Furthermore, often missing from multimedia case methods is the student-teacher in the role of teacher. To address these concerns, we modified an existing multimedia case method by associating it with a special practice teaching
situation in a school context. Qualitative data analyzed using constant comparative methods suggest that student-teachers
engaged in this modified multimedia case method developed relatively deep commitments to encouraging students to conduct technology
design projects – a non-traditional practice in school science. Factors that appeared to influence development of this motivation
included student-teachers’ pre-instructional perspectives about science and the personalization and contextualization inherent
to the modified multimedia case method.
相似文献
Erminia PedrettiEmail: |
384.
Larry King 《海外英语》2009,(1):36-37
I never wanted to be anything but a broadcaster, a talker. And for 40 years, I've been doing just that. To me, the ability to talk well is one of the great pleasures in life and can bring with it some of life's greatest rewards, I'm not saying it's always easy. The vast majority of people would rather jump out of an airplane without a parachute than sit next to someone they've never met at a dinner party. But the more you work at it, the easier it will be. To get you started, here are my five basic ingredients for learning how to talk to anyone, anytime, anywhere. 相似文献
385.
Larry Hughes 《Computer Science Education》2013,23(2):127-140
The demand for assembler language programmers has dropped dramatically over the past 20 years with the advent of structured programming languages and the accessibility of hardware features from high‐level languages. Nevertheless, a course in assembler language programming is often the first, and sometimes the only, introduction a student has to a machine's hardware. For this reason alone, assembler language programming courses should not be removed from a curriculum; instead, they should be kept and taught in conjunction with modern software engineering practices. This article describes an alternative approach to teaching assembler language programming. Whereas the students are still introduced to a machine and its assembler language, they are required to write several low‐level library routines they used in introductory courses (such as ACM CS1 and CS2). Furthermore, the S‐Machine's support software allows students to study the internals of an assembler, a librarian, and a linker. 相似文献
386.
Nelson L Evans M Guess W Morris M Olson T Buckwalter J 《Research quarterly for exercise and sport》2011,82(2):256-263
We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4 bpm), in which 47% of class time was spent above a 60% maximal heart rate threshold. The swing dance in particular (M = 143.4 bpm) stimulated a much higher heart rate level than all other dances in the program, with a mean heart rate change of 52.6 bpm. Girls (127.3 bpm) achieved marginally higher heart rates (p = .059) than boys (121.1 bpm). 相似文献
387.
388.
Attitudes of Western Australian students towards microcomputers 总被引:2,自引:0,他引:2
Larry R Nelson 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):53-57
A sample of primary and secondary school students in Western Australia responded to a 20-item questionnaire designed to measure attitudes towards microcomputers. Favourable attitudes were found, with no noticeable gender differences. Attitudes of younger students were slightly more positive than those of older students. The attitudes of students having a computer at home were more positive than those of students without a home computer. The results generally support those found in other studies from the USA and the UK where the same questions were asked. 相似文献
389.
Larry Miller 《课程研究杂志》2013,45(3):285-297
In this paper, the second of two, we set out a conception of critical thinking that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we or others say, do, or write. The expression 'critical thinking' is a normative term. Those who become critical thinkers acquire such intellectual resources as background knowledge, operational knowledge of appropriate standards, knowledge of key concepts, possession of effective heuristics, and of certain vital habits of mind. We explain why these intellectual resources are needed and suggest that we can best teach critical thinking by infusing it within any curricular practice in which our students are involved. 相似文献
390.
The ranking of the United States in major international tests such as the Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) is used as the driving force and rationale for the current educational reforms in the United States. Through current reforms, the United States is preparing to “race to the top” of the international rankings. However, using international test results as the ultimate indicator of a country's educational achievement might not be an appropriate measure. Additionally, replicating some aspects of high-achieving countries’ education systems or standards may not guarantee success for U.S. public schools. In this article, four reasons are presented explaining why there is no guaranteed success in comparing the United States to other countries’ educational standards and to their achievement in international tests. In order to successfully implement reforms in U.S. public schools, educational leaders and reformers should carefully consider the four points discussed in this article and use tests to inform their reforms, rather than to create uniformity. 相似文献