全文获取类型
收费全文 | 211篇 |
免费 | 4篇 |
专业分类
教育 | 178篇 |
科学研究 | 12篇 |
各国文化 | 1篇 |
体育 | 3篇 |
文化理论 | 3篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 10篇 |
2017年 | 13篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 39篇 |
2012年 | 3篇 |
2011年 | 5篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1975年 | 2篇 |
排序方式: 共有215条查询结果,搜索用时 15 毫秒
151.
152.
Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide
a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with
first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to
be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it
not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the
Open University in the United Kingdom.
Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science
study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students
failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously.
Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these
evaluative studies should make a contribution to the research data on curriculum issues in Australia.
This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based
approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials
seriously. 相似文献
153.
Lisa Lynch Angela J Fawcett & Roderick I Nicolson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):333-348
There is widespread concern over literacy standards in UK schools and growing evidence that problems become increasingly intractable as children grow older. Computer-based reading instruction may provide a 'fresh start' that helps a child to rediscover the path to literacy. Recent controlled studies demonstrated that infant and junior school children could be given very cost-effective support using RITA, a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. The present study evaluated the effectiveness of RITA in secondary school with 8 children (mean age 11.7 years) who were initially very seriously disadvantaged in terms of literacy skills (mean reading age 7.3 years). The RITA intervention over a 10 week period led to effective and cost-effective literacy gains. Significant overall improvements were made in the skills targeted, including reading standard scores, and reading speed, accuracy and comprehension. All children reacted positively to the RITA lessons, and most made good progress towards their Individual Education Plans. It is suggested that computer-assisted reading support can be effective in supporting the majority of children with reading failure, even in secondary school. 相似文献
154.
Christel Adick Jeannie Oakes Robert A. White Ekkehard Eichberg W. D. Halls James Lynch Hans Scheuerl Torsten Husén Josef Müller George Psacharopoulos Joseph Zajda C. E. Beeby Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):485-508
155.
This study investigated the suitability of the FIT-Choice scale for use within an Irish Initial Teacher Education setting with a cohort of first year pre-service teachers (n = 143), from across five different subject disciplines. Exploratory factor analyses were conducted to examine participants’ motivations for choosing teaching as a career, as well as their perceptions about teaching. The results were found to be consistent with the original FIT-Choice structure thus supporting the validity of the FIT-Choice scale within this Irish Initial Teacher Education context. Prior teaching and learning experiences, as well as perceived ability, were found to be the strongest influential factors in participants’ decision to become a teacher. These findings further highlight the prominence given to subject-based knowledge in Ireland. The relationships between participants’ motivations for becoming a teacher and their satisfaction with career choice were also examined. Choosing teaching as a fallback career was negatively related to satisfaction, whereas a desire to work with children was found to be a significant positive predictor. 相似文献
156.
157.
This paper presents the views of working-class parents on home-school links. Group interviews with parents of pupils in a primary school in the disadvantaged areas scheme in the Republic of Ireland suggest that parental involvement in school is limited to the giving and receiving of information, restricted consultation, and engagement in some supplemental responsibilities. Although parents were interested, informed and concerned regarding their children's education, they felt excluded from participation in decision-making about school management and organisation, about matters that affected them personally and financially, and about their children's progress. We suggest that heterogeneity in working-class voice merits further research; that the gendered nature of parent-school links needs further refinement to take account of being a primary carer; and that hearing working-class parents' voices can increase understanding of how parent groupings occupy spaces that are relatively peripheral or proximal to the school site and to their children's experiences of schooling. 相似文献
158.
159.
Heather Lynch 《British Journal of Sociology of Education》2008,29(6):677-689
Recent lifelong learning policies have been criticised for creating an illusion of freedom whilst simultaneously reducing choice. The concept of desire permits engagement with the conscious and unconscious drives that underpin individual decision‐making, which direct the life course. Utilising the ideas of Hume and Spinoza, the present article articulates the interrelated nature of desire and learning. Evidence is drawn from Learning Lives, a Teaching and Learning Research Programme‐funded research project that uses the life history method to explore themes of agency, identity and learning across the life course. Boltanski and Thevenot’s sociology of critical capacity is used as a heuristic tool that illuminates the mechanics of desire as described by eight contributors. Their stories provide a basis from which to critique policies for lifelong learning that appear limited in relation to the multiple desires that drive their life choices. 相似文献
160.
Timothy Lynch 《Sport, Education and Society》2017,22(3):355-376
The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not knowing how they go about this. This research investigates ‘How PE teachers best become HPE teachers?’ We are reminded by Kirk that this is not the first time teachers have implemented this very change in Australia. Many similarities can be drawn between the recent national Australian Curriculum: HPE and the 1994 HPE National Statement and Profile, which provided a foundation for the construction of the 1999 Queensland HPE (P-10) Syllabus. As recommended by Kirk this study ‘look[s] to the past for lessons about the present and where we might be heading in the future’, by investigating school responses to the 1999 Queensland HPE (P-10) syllabus and curriculum documents. Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of each school was ‘evaluative’ and ‘multiple’ case study. The sites for the three case studies involved: one small; one medium; and one large-sized Brisbane Catholic Education primary school. The three case studies were selected as representative of different demographics and the methods engaged so as to enable precision of details were semi-structured interviews, reflective journal, observations and document analysis. Data gathered suggest that enacting the HPE key learning area is very achievable. Implementation is enhanced by HPE leadership, underpinned by clear communication. More so, barriers can be overcome through professional development and support. This study is significant nationally, and the findings may be of wider international interest. It models how school leaders can optimise the health opportunities within their context and models how PE teachers can become HPE teachers. 相似文献