全文获取类型
收费全文 | 329篇 |
免费 | 7篇 |
专业分类
教育 | 258篇 |
科学研究 | 8篇 |
各国文化 | 9篇 |
体育 | 22篇 |
文化理论 | 5篇 |
信息传播 | 34篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 18篇 |
2019年 | 20篇 |
2018年 | 19篇 |
2017年 | 15篇 |
2016年 | 20篇 |
2015年 | 14篇 |
2014年 | 13篇 |
2013年 | 61篇 |
2012年 | 10篇 |
2011年 | 19篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 11篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 10篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有336条查询结果,搜索用时 15 毫秒
71.
72.
73.
Abstract One of the goals of teacher education is to develop each preservice teacher into a reflective educator. A reflective educator is a lifelong learner who perceives every experience as an opportunity for growth, change, and development of understanding. As a result of our teaching experiences in the College of Education, we have developed a process that helps students become reflective learners. In this article we discuss this process, the Reflection Integration Model (RIM). The four components of the model are (a) pre‐experience, (b) experience, (c) reflection, and (d) integration. While the model is germane to any experiential‐based learning, in this article it is applied to a field experience for preservice teachers. 相似文献
74.
Boundaries and bricolage: examining the roles of universities and schools in student teacher learning 总被引:1,自引:1,他引:0
Steven Andrew Hutchinson 《欧洲师范教育杂志》2011,34(2):177-191
The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives. 相似文献
75.
ABSTRACT This article presents historical and scientific analysis, as well as the conservation treatment of a newly rediscovered Roman wall painting fragment, now in the collection of the Harvard Art Museums. Although the piece has not previously been published, it was among a group of fragments removed from a Roman villa near Boscotrecase in southern Italy, an area that has been key to the study of Roman wall painting and other decoration. Technical imaging confirms the use of painting techniques consistent with other high-quality paintings in the area. Materials analysis revealed a palette consistent with published findings of Roman wall paintings, including abundant use of Egyptian blue and green earth. Of interest was the use of Egyptian blue as an optical brightener in select white passages. Despite the high quality of the painting, no cinnabar was present, and all red passages were achieved using hematite. Multiple different white minerals were identified including calcite, aragonite, and gypsum. The widespread presence of gypsum is unusual and may point to alteration. 相似文献
76.
77.
Pamela Woolner Jill Clark Elaine Hall Lucy Tiplady Ulrike Thomas Kate Wall 《Learning Environments Research》2010,13(1):1-22
It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the
investigation of people’s experiences of the school environment. The current and expected building work taking place in British
schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement
of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary
school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based
on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers,
technical and support staff and the wider community. Reported here is the experience of using these tools, considering the
success of different visually-based methods in engaging a broad cross section of the school community and revealing useful
information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment
to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop
appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation
of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding
of the learning environment. 相似文献
78.
79.
80.
从图书馆学与资讯科学发展的历程及图书馆社会环境的重大改革探讨图书馆学与资讯科学课程改革的趋势并论述课程改革的四个主要趋势。 相似文献