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161.
John R. Graham Micheal L. Shier Marilyn Eisenstat 《International Journal for Educational and Vocational Guidance》2014,14(2):199-219
Most research on labour market outcomes and higher education finds a positive relationship. This qualitative research sought to better understand how higher educational attainment contributes to employment outcomes from a subsample (n = 15) of a larger study (N = 36) on youth labour market attachment among minority, low socioeconomic status young adults. Respondents described: (1) Employment opportunities not being aligned to the educational background of some young adults; and (2) there were no direct links between educational institutions and the labour market in supporting successful employment. These findings suggest a misalignment between educational demand and labour market supply. 相似文献
162.
Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139
The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities
for early childhood children. Although much curriculum development in technology education for primary and early childhood
has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes
a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular,
the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged
into this newly defined area of study.
Specializations: early childhood science education, early childhood technology education. 相似文献
163.
164.
Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and of science? Do scientists' perceptions of the nature of science influence their writing strategies and processes, and their beliefs about the role of writing in knowledge construction? This study used a questionnaire and semistructured interviews to document these perceptions, strategies, processes, and beliefs in a nonrandom sample of Canadian university scientists and engineers. The results indicate that the scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science. The engineers held a different view of technology than the common views of science or technology as simply applied science. These findings were slightly different than those found for American scientists from a large land‐grant university. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 338–369, 2004 相似文献
165.
166.
167.
Volume Contents
Volume Contents 相似文献168.
Just as success in decoding complex spelling patterns requires strategy and structure, so does the “decoding” of complex expository
writing. We discuss the specific sources of difficulty in technical writing and distinguish between content structure and
text structure. Next come presentations of the basic building blocks for expository writing and techniques of text design.
Patterns from American science and social studies texts are described and contrasted with Japanese materials. We finish with
suggestions for promoting the comprehension of expository materials.
This article is taken from an address delivered on November 5, 1987 by the first author to the 38th Annual Conference of the
Orton Dyslexia Society in San Francisco. The use of first person captures certain facets of the presentation, but the paper
is mostly a “we” piece. Portions of this work were supported by U.S. Department of Education, Federal program number 84.122B,
Secretary’s Discretionary Program, and the Carnegie Corporation of New York. 相似文献
169.
Marilyn K. Morey 《科学教学研究杂志》1990,27(4):387-398
What is the status of science education in Illinois public elementary schools? A research survey of elementary teachers was conducted in 1987 to help answer this question. Among the areas of science teaching assessed were types of instructional programs utilized, preparation for science teaching, science in-service, obstacles to science teaching, and administrative and community support for science education. Results were compared with those gathered in a similar survey conducted ten years earlier and with other state and national surveys. Findings indicate that science instruction at the elementary level remains dependent on textbooks in spite of research that indicates the efficacy of hands-on science. Teachers are frustrated by lack of time, equipment, facilities and the low priority science has in their school districts. Many of the teachers fall short of meeting the minimum standards for science teacher preparation as suggested by the National Science Teachers Association. In spite of recent reform efforts, it is clear that science instruction has not yet become a priority. This report discusses the implications of these findings and makes suggestions for future studies. 相似文献
170.
Marilyn A. Read 《Early Childhood Education Journal》2003,30(4):233-239
Color is a useful design element for wayfinding, spatial orientation, and space definition in children's environments. The study reported here compares the use of color in physical design features associated with the exterior design and interior design of child care centers (N = 101) located in Alabama. Color was evidenced on the exterior of the centers at just over half of the sample. The interior environments of the child care facilities had warm colors and bright accents in the setting; however, the majority of centers used only white, off-white, or gray on the walls. 相似文献