全文获取类型
收费全文 | 1711篇 |
免费 | 26篇 |
国内免费 | 1篇 |
专业分类
教育 | 1444篇 |
科学研究 | 26篇 |
各国文化 | 31篇 |
体育 | 52篇 |
综合类 | 2篇 |
文化理论 | 2篇 |
信息传播 | 181篇 |
出版年
2023年 | 8篇 |
2022年 | 15篇 |
2021年 | 21篇 |
2020年 | 22篇 |
2019年 | 48篇 |
2018年 | 56篇 |
2017年 | 76篇 |
2016年 | 55篇 |
2015年 | 35篇 |
2014年 | 61篇 |
2013年 | 409篇 |
2012年 | 44篇 |
2011年 | 43篇 |
2010年 | 46篇 |
2009年 | 62篇 |
2008年 | 44篇 |
2007年 | 52篇 |
2006年 | 44篇 |
2005年 | 35篇 |
2004年 | 52篇 |
2003年 | 47篇 |
2002年 | 37篇 |
2001年 | 19篇 |
2000年 | 27篇 |
1999年 | 26篇 |
1998年 | 19篇 |
1997年 | 29篇 |
1996年 | 25篇 |
1995年 | 27篇 |
1994年 | 20篇 |
1993年 | 18篇 |
1992年 | 18篇 |
1991年 | 13篇 |
1990年 | 20篇 |
1989年 | 12篇 |
1988年 | 17篇 |
1987年 | 9篇 |
1986年 | 11篇 |
1985年 | 16篇 |
1984年 | 15篇 |
1983年 | 21篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 7篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1975年 | 3篇 |
1971年 | 3篇 |
1968年 | 3篇 |
排序方式: 共有1738条查询结果,搜索用时 15 毫秒
991.
In this paper, we report on how teachers in Higher Education enact policy. Outcome-based education (OBE) serves as an example of a governmental educational policy introduced with the European Bologna reform. With a hermeneutic approach, we have studied how 14 teachers interpreted this policy and re-designed their courses. The findings show teachers' enactment of policy framed as different approaches to OBE: container, technocratic, pragmatic or ideological. The approaches range from being (1) highly regulated to being autonomous; and (2) from having a teacher-centred orientation to having a student-centred orientation to teaching–learning. Teachers who reinterpreted the policy to fit their learning-centred orientation used it to facilitate a joint development process together with colleagues. Thus, policy may stimulate development of teaching–learning. 相似文献
992.
This paper critically reflects on the challenges associated with academic standards in a postgraduate certificate in academic practice, which involved the wider academic community of the institution. It is underpinned by a socio-cultural constructivist view that suggests standards do not exist independently of assessors, but are co-constructed by participation in communities of practice through the process of making assessment judgements. Following an outline of the programme design, the discussion focuses on the uncertainties around standards arising from the fragility and fragmentation of a nascent community of practice comprised of a multiplicity of personal standards frameworks and disciplinary perspectives. 相似文献
993.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
994.
995.
996.
997.
998.
999.
Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months 下载免费PDF全文
Mikko J. Peltola Linda Forssman Kaija Puura Marinus H. van IJzendoorn Jukka M. Leppänen 《Child development》2015,86(5):1321-1332
To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes. 相似文献
1000.
This study examined the unique and joint contributions of engineering students’ classroom and out-of-class experiences on
the development of two sets of skills central to students’ successful performance as engineers: analytical and group skills.
Although the study focuses on engineering, the conceptual underpinnings and criterion measures are relevant to studies of
teaching and learning in other fields. Multiple regression analyses using data from 4198 graduating engineering students on
39 campuses nationwide indicate that, after controlling an array of students’ precollege characteristics, both students’ classroom and out-of-class experiences make statistically significant and independent contributions to student
learning in both skill areas.
An earlier version of this paper was presented at the meeting of the Association for Institutional Research, June 2005, San
Diego, CA.
This study was supported by a grant from the Accrediting Board of Engineering and Technology (ABET, Inc.). The opinions expressed
here do not necessarily reflect the opinions or policies of ABET, and no official endorsement should be inferred. 相似文献