全文获取类型
收费全文 | 452篇 |
免费 | 11篇 |
专业分类
教育 | 379篇 |
科学研究 | 26篇 |
各国文化 | 2篇 |
体育 | 7篇 |
信息传播 | 49篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 17篇 |
2018年 | 28篇 |
2017年 | 28篇 |
2016年 | 24篇 |
2015年 | 17篇 |
2014年 | 9篇 |
2013年 | 77篇 |
2012年 | 14篇 |
2011年 | 6篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 9篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 5篇 |
2000年 | 13篇 |
1999年 | 10篇 |
1998年 | 5篇 |
1997年 | 9篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1974年 | 2篇 |
1971年 | 3篇 |
1959年 | 2篇 |
1887年 | 3篇 |
1871年 | 2篇 |
1868年 | 2篇 |
排序方式: 共有463条查询结果,搜索用时 15 毫秒
71.
72.
73.
74.
As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering. 相似文献
75.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
76.
Darwin Henderson teaches children's literature at the University of Cincinnati. His research interests lie in 20th century African-American literature for youth. 相似文献
77.
78.
Henderson E Kinzett S Lockwood F 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(3):184-192
Collaboration between subject matter specialists, computer programmers and educational technologists has resulted in the production of POPTRAN, a computer assisted learning package designed to teach the basic concepts of population studies. Its evaluation in developing countries, with both naive and specialist users, and subsequent revision, has produced a package of both academic quality and teaching effectiveness. 相似文献
79.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
80.
James Henderson 《Science & Education》2012,21(8):1139-1149
There are currently both scientific and public debates surrounding Darwinism. In the scientific debate, the details of evolution are in dispute, but not the central thesis of Darwin??s theory; in the public debate, Darwinism itself is questioned. I concentrate on the public debate because of its direct impact on education in the United States. Some critics of Darwin advocate the teaching of intelligent design theory along with Darwin??s theory, and others seek to eliminate even the mention of evolution from science classes altogether. Many of these critics base their objections on the claim that non-living matter cannot give rise to living matter. After considering some of the various meanings assigned to ??vitalism?? over the years, I argue that a considerable portion of Darwin deniers support a literal version of vitalism that is not scientifically respectable. Their position seems to be that since life cannot arise naturally, Darwin??s theory accomplishes nothing: If it can only account for life forms changing from one to another (even this is disputed by some) but not how life arose in the first place, what??s the point? I argue that there is every reason to believe that living and non-living matter differ only in degree, not in kind, and that all conversation about Darwinism should start with the assumption that abiogenesis is possible unless or until compelling evidence of its impossibility is presented. That is, I advocate a position that the burden of proof lies with those who claim ??Life only comes from life.?? Until that case is made, little weight should be given to their position. 相似文献