全文获取类型
收费全文 | 385篇 |
免费 | 9篇 |
国内免费 | 1篇 |
专业分类
教育 | 343篇 |
科学研究 | 5篇 |
各国文化 | 3篇 |
体育 | 20篇 |
文化理论 | 1篇 |
信息传播 | 23篇 |
出版年
2022年 | 3篇 |
2020年 | 4篇 |
2019年 | 5篇 |
2018年 | 15篇 |
2017年 | 12篇 |
2016年 | 7篇 |
2015年 | 2篇 |
2014年 | 9篇 |
2013年 | 101篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 19篇 |
2003年 | 8篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 4篇 |
1994年 | 8篇 |
1993年 | 10篇 |
1992年 | 14篇 |
1991年 | 7篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1970年 | 1篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有395条查询结果,搜索用时 0 毫秒
51.
Marilyn Charles 《Gender and education》2016,28(3):477-483
ABSTRACTI situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother’s generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter’s generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value? 相似文献
52.
Patrick W. Thompson Marilyn P. Carlson Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432
We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships. 相似文献
53.
54.
Marilyn Steinbach 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):104-115
Based on interviews with eight adult immigrants to Montreal, this article explores how discourses from their cultures of origin interact with discourses in the host culture to influence the process of identity construction during their acculturation to the host society. Drawing on sociocultural theory and psychological concepts of identity development, the roles of the often conflicting discourses from two different societies are analyzed in terms of their influences on the identity construction of these adult immigrants. The most prevalent recurring theme from the interview data concerned what participants referred to as shyness. The meanings of this theme and its political, economic, and sociocultural implications are discussed. Interview data from this study indicate the importance of sociocultural, political, and economic elements of the discourses of one's society of origin which could be taken into consideration in order to create a more inclusive host society. 相似文献
55.
56.
57.
58.
59.
60.
This study examined abstract syntactic categorization in infants, using the case of grammatical gender. Ninety‐six French‐learning 14‐, 17‐, 20‐, and 30‐month‐olds completed the study. In a preferential looking procedure infants were tested on their generalized knowledge of grammatical gender involving pseudonouns and gender‐marking determiners. The pseudonouns were controlled to contain no phonological or acoustical cues to gender. The determiner gender feature was the only information available. During familiarization, some pseudonouns followed a masculine determiner and others a feminine determiner. Test trials presented the same pseudonouns with different determiners in correct (consistent with familiarization gender pairing) versus incorrect gender agreement. Twenty‐month‐olds showed emerging knowledge of gender categorization and agreement. This knowledge was robust in 30‐month‐olds. These findings demonstrate that abstract, productive grammatical representations are present early in acquisition. 相似文献