全文获取类型
收费全文 | 910篇 |
免费 | 33篇 |
专业分类
教育 | 739篇 |
科学研究 | 10篇 |
各国文化 | 18篇 |
体育 | 37篇 |
文化理论 | 4篇 |
信息传播 | 135篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 13篇 |
2021年 | 18篇 |
2020年 | 45篇 |
2019年 | 46篇 |
2018年 | 70篇 |
2017年 | 81篇 |
2016年 | 60篇 |
2015年 | 39篇 |
2014年 | 50篇 |
2013年 | 179篇 |
2012年 | 28篇 |
2011年 | 30篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 28篇 |
2007年 | 10篇 |
2006年 | 18篇 |
2005年 | 23篇 |
2004年 | 28篇 |
2003年 | 19篇 |
2002年 | 12篇 |
2001年 | 8篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 11篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1987年 | 2篇 |
1984年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1966年 | 1篇 |
1900年 | 1篇 |
1860年 | 1篇 |
排序方式: 共有943条查询结果,搜索用时 281 毫秒
891.
Michelle de Wilde 《Religious education (Chicago, Ill.)》2013,108(1):87-95
892.
893.
Using narrative inquiry, these authors explored the diverse types of reasoning that seem to direct stakeholders’ approaches to educational decision-making. They labeled these approaches as simple, complicated, and complex. They begin their account by explaining the attributes of narrative inquiry that guided their work. Through the scholarly space their conversations created, they charted distinctions within the field of education between simple, complicated, and complex reasonings and solutions. They then turned to a selection of anchor texts from existing scholarship that furthered their grasp of these three approaches and their application to educational challenges. As suggested by the title, their ultimate leanings favored complexity. In combination, their ideas strengthened a claim that the choice of a decision making option differentially influences policy and classroom actions. 相似文献
894.
Michelle Overman Jan D. Vermunt Paulien C. Meijer Astrid M.W. Bulte Mieke Brekelmans 《International Journal of Science Education》2013,35(17):2954-2978
In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions were analysed. Textbook questions in context-based and traditional curricula appeared to differ significantly in their orientation on content and in the activation to engage students in certain learning activities. Although traditional curricula included more questions that stress traditional chemistry content and included more reproductive chemistry questions than context-based curricula, they were not always as traditional as we had expected. Context-based chemistry curricula focused more on chemistry content relating to societal/technological issues and chemistry theory development and also more questions were included that activate students to regulate their own learning. However, context-based chemistry curricula still included a considerable amount of traditional chemistry content and did not focus as much on higher order learning as we had expected. The developed instruments might be helpful in chemistry curricula design to gain insights into the content which is stressed and how students are activated by textbook questions to engage in learning. 相似文献
895.
896.
Michelle L. Klosterman Troy D. Sadler 《International Journal of Science Education》2013,35(8):1017-1043
This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi‐level assessment design, student content knowledge gains were measured before and after implementation of a three‐week unit on global warming (a prominent SSI) that explored both the relevant science content and the controversy surrounding global warming. Measures of student content knowledge were made using a standards‐aligned content knowledge exam (distal assessment) and a curriculum‐aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post‐test scores were statistically significantly different than their pre‐test scores (F = 15.31, p<0.001). Qualitative analyses of student responses from the proximal assessment indicated that students, on average, expressed more accurate, more detailed, and more sophisticated understandings of global warming, the greenhouse effect, and the controversy and challenges associated with these issues following the three‐week unit. Combined results from the proximal and distal assessments explored in this study offer important evidence in supporting the efficacy of using SSI as contexts for science education. In addition to a discussion of the components of an SSI‐based curriculum, this study provides support for the use of SSI as a context for learning science content. 相似文献
897.
V. Thandi Sulé Tiffany Williams Michelle Cade 《International journal of qualitative studies in education》2013,26(10):895-910
AbstractTo address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes. 相似文献
898.
Michelle L. Manning Gareth Irwin Marianne J. R. Gittoes David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):161-173
Tkachev on uneven bars is a release and re-grasp skill performed using variations of preparatory longswing techniques; the reasons why different techniques are chosen remains unclear. This study examined kinematic and key release parameters specific to three distinct techniques with the aim of understanding the relative benefits of each. During two international artistic gymnastics competitions six arch, straddle and pike longswings preceding the straddle Tkachev were recorded using twin video cameras. Calibration and movement images were digitised and reconstructed using 3D DLT. Shoulder and hip angular kinematics, angular momentum and key release parameters were compared between techniques. In the arch longswing, the first and second hip functional phases began significantly earlier than the straddle or pike. No significant differences were established for release parameters although large effect sizes for horizontal release velocity and angular momenta about the mass centre and bar were reported between the arch and other two variants. Therefore, the arch variant may provide the opportunity to develop more complex combinations following the Tkachev. Providing insight into mechanical advantages of specific longswing techniques, and highlighting those that elicit desirable characteristics offers the potential to provide coaches with objective data on technique selection and ultimately skill development. 相似文献
899.
900.
Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class 总被引:1,自引:0,他引:1
Hayley Leight Cheston Saunders Robin Calkins Michelle Withers 《CBE life sciences education》2012,11(4):392-401
Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals. 相似文献