全文获取类型
收费全文 | 1068篇 |
免费 | 34篇 |
专业分类
教育 | 846篇 |
科学研究 | 12篇 |
各国文化 | 21篇 |
体育 | 61篇 |
文化理论 | 7篇 |
信息传播 | 155篇 |
出版年
2023年 | 9篇 |
2022年 | 13篇 |
2021年 | 18篇 |
2020年 | 51篇 |
2019年 | 54篇 |
2018年 | 76篇 |
2017年 | 88篇 |
2016年 | 64篇 |
2015年 | 44篇 |
2014年 | 52篇 |
2013年 | 211篇 |
2012年 | 33篇 |
2011年 | 31篇 |
2010年 | 21篇 |
2009年 | 25篇 |
2008年 | 30篇 |
2007年 | 14篇 |
2006年 | 21篇 |
2005年 | 23篇 |
2004年 | 30篇 |
2003年 | 24篇 |
2002年 | 17篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 14篇 |
1998年 | 11篇 |
1997年 | 8篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 6篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 6篇 |
1988年 | 4篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1966年 | 1篇 |
1939年 | 1篇 |
1875年 | 1篇 |
1871年 | 1篇 |
排序方式: 共有1102条查询结果,搜索用时 15 毫秒
1.
Mike Cass Dennis Cates Michelle Smith Cynthia Jackson 《Learning disabilities research & practice》2003,18(2):112-120
Abstract. A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem‐solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem‐solving skills. Analysis of data revealed that the students rapidly acquired the problem‐solving‐skills, maintained these skills over a two‐month period, and transferred these skills to a paper and pencil problem‐solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long‐term maintenance of skills. 相似文献
2.
Dai Peng Williams Cody Tyler Witucki Allison Michelle Rudge David Wÿss 《Science & Education》2021,30(3):659-692
Science & Education - Issues associated with nature of science (NOS) have long been recognized as an essential component of scientific literacy. While consensus exists regarding the importance... 相似文献
3.
Zachary Hawes Michelle Cain Shelly Jones Nicole Thomson Cristol Bailey Jisoo Seo Beverly Caswell Joan Moss 《Mind, Brain, and Education》2020,14(1):71-80
The purpose of the current pilot study was to examine the effects of a teacher‐designed and teacher‐led numerical board game intervention. Fifty‐four 4‐ to 6‐year‐olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention demonstrated significant improvements on a numeral identification task. This finding is significant in so far as numeral identification skills play a critical role in more advanced numerical and mathematical reasoning. There was no evidence of training‐related improvements on any of the other tasks. In addition to the intervention effects, the present study provides an example of a successful teacher‐researcher collaboration, providing new insights into the making of bidirectional relations between research and practice. 相似文献
4.
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
5.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
Michelle T. ChamberlinEmail: |
6.
Michelle Hoffman 《Science & Education》2013,22(4):827-846
This paper considers the adoption of general science courses in two Canadian provinces, Ontario and Quebec, during the 1930s. In Ontario, a few science teachers had followed the early general science movements in the United States and Britain with interest. During the 1930s, several developments made the cross-disciplinary, applied thrust of general science particularly appealing to Ontario educationists. These developments included a new demand for vocational education, renewed reservations about pedagogical rationales based on transfer of training, and a growing professional divide between high school science teachers and university scientists. Around the same time, scientists in the Quebec’s French-language universities were engaged in a concerted campaign to expand the place of science in the province’s francophone secondary schools. The province’s prestigious classical colleges, which were the scientists’ principal target for reform, privileged an inductive view of science that had little in common with the applied, cross-disciplinary emphasis of the general science courses gaining support in English-speaking school systems. In 1934, however, a popular American general science textbook was adopted in a workers’ cooperative devoted to adult education. Comparing the fate of general science within these two education systems draws attention to the fact that general science made inroads in francophone Quebec but had little influence in public and private schools. In light of the growing support general science enjoyed elsewhere, we are led to explore why general science met with little overt interest by Quebec scientists pushing for school science reform during the 1930s. 相似文献
7.
澳门特区自2007~2008学年开始实施15年免费教育,即9年义务教育、3年高中教育和3年学前教育免费.研究者运用网络调查及访谈法,对澳门特区免费幼儿教育政策进行研究,结果发现:(1)免费幼儿教育政策只适用于6家公办幼儿园和42家加入免费教育学校系统的私立幼儿园.(2)7家未加入免费教育学校系统的私立幼儿园需缴学费、补充服务费和选择性服务费,但可获政府发放的学费津贴和书簿费.家长很满意这一政策,并表示愿意继续送孩子上收费的私立幼儿园.(3)受访园(校)长、家长及教师对澳门的免费幼儿教育政策都很满意,教师特别满意政府推出的幼儿园教师津贴.(4)免费幼儿教育政策对私立园所的影响有所不同:有些私立园所为了生存而选择加入免费教育学校系统,有些私立园所则为了校政自主而选择不加入免费教育学校系统.客观上,高收费门槛令不同阶层家庭的幼儿自然分流. 相似文献
8.
Michelle LaVigne 《Quarterly Journal of Speech》2013,99(4):518-522
REPRESENTATIVE AMERICAN SPEECHES: 1952–1953. Edited by A. Craig Baird. New York: H. W. Wilson Co., 1953; pp. 199. $1.75. IT TAKES TIME: AN AUTOBIOGRAPHY OF THE TEACHING PROFESSION. By Marie I. Rasey. New York: Harper &; Brothers, 1953; pp. 204. $3.00. YOUR VOICE AND SPEECH. By Letitia Raubicheck. New York: Prentice‐Hall, Inc., 1953; pp. 376. $4.05. HOW TO BE A SUCCESSFUL EMCEE. By Le‐Roy Stahl. Minneapolis: T. S. Denison and Co., 1953; pp. 200. $2.75. GROUPS IN HARMONY AND TENSION. By Muzafer Sherif and Carolyn W. Sherif. New York: Harper &; Brothers, 1953; pp. 316. $3.50. EFFECTIVE READING. By Lawrence H. Feigenbaun. New York: Globe Book Company, 1953: pp. 224. $2.00. READING SKILLS. By William D. Baker. New York: Prentice‐Hall, Inc., 1953; pp. 120. $1.50. WEBSTER'S NEW WORLD DICTIONARY. Cleveland and New York: World Publishing Co., 1953; pp. xxxvi+1724. $5.00 plain edges, $6.00 thumb‐indexed. THE ROMANCE OF THE ENGLISH THEATRE. By Donald Brook. (Revised Edition). London: Rockliff (Macmillan), 1953; pp. 222. $4.50. REPRESENTATIVE AMERICAN PLAYS, FROM 1767 TO THE PRESENT. Edited by Arthur Hobson Quinn. (Seventh Edition). New York: Appleton‐Century‐Crofts, Inc., 1953: pp. 1248. $6.50. APPROACHES TO POETRY. By Walter Blair and W. K. Chandler. (Second Edition). New York: Appleton‐Century‐Crofts, 1953; pp. 734. $3.90. POEMS FOR STUDY. By Leonard Unger and William Van O'Connor. New York: Rinehart, 1953: pp. xxi+743. $4.75. THE BURLESQUE TRADITION IN THE ENGLISH THEATRE AFTER 1660. By V. C. Clinton‐Baddeley. London: Methuen &; Co., 1952; pp. xvi+152. $4.00. THESAURUS OF ENGLISH WORDS AND PHRASES. Revised from Peter Roget by D. C. Browning. New York: E. P. Dutton &; Co., Inc., 1953; pp. 572. $3.75. 相似文献
9.
Stephen James Minton Michelle O' Mahoney Rose Conway-Walsh 《Irish Educational Studies》2013,32(2):233-249
This paper describes how a ‘whole-school/community development’ anti-bullying programme was designed, implemented and evaluated in an initiative in Erris, Co. Mayo, Ireland, involving local primary and post-primary schools and community groups. Students from seven participating schools (five primary, two post-primary) completed modified versions of the Olweus Bully/Victim Questionnaire both prior to and following programme implementation. Thereafter, there were reductions in students' reports of involvement in bully/victim problems and increases in their reports of feelings about bullying and countering bullying that were consistent with an anti-bullying ethos. The sizes of these effects were modest, in some cases perhaps due to the significantly low incidence of students' involvement in bully/victim problems prior to the programme. This model is in continued use in Erris, and in its further development it is intended to seek out opportunities to implement and evaluate it in other locations. 相似文献
10.
Michelle Pannor Silver N. Celeste Pang Sarah A. Williams 《Educational gerontology》2015,41(5):333-347
For individuals with strong work identities, the decision to retire can be particularly challenging. For academic physicians, retirement is an important personal decision that also has far-reaching implications for the healthcare system. This is because academic physicians are responsible for producing the research from which key medical decisions are made, for training future healthcare providers, and for providing specialized care for patients. For this study, we conducted focus groups with academic physicians from a large research university in Canada and then performed inductive thematic analyses to examine perceptions and concerns about later life career transitions. This study highlights tensions between professional experiences for the next generation of physicians and individual struggles with personal identity. Findings suggest improvements to institutional programs that support flexible, agentive, and respectful retirement transitions will not only be beneficial but necessary as medical and university systems continue to grapple with issues of balanced recruitment and succession. 相似文献