全文获取类型
收费全文 | 1040篇 |
免费 | 13篇 |
专业分类
教育 | 859篇 |
科学研究 | 19篇 |
各国文化 | 13篇 |
体育 | 58篇 |
文化理论 | 4篇 |
信息传播 | 100篇 |
出版年
2022年 | 8篇 |
2021年 | 12篇 |
2020年 | 11篇 |
2019年 | 26篇 |
2018年 | 40篇 |
2017年 | 26篇 |
2016年 | 31篇 |
2015年 | 22篇 |
2014年 | 30篇 |
2013年 | 263篇 |
2012年 | 29篇 |
2011年 | 26篇 |
2010年 | 19篇 |
2009年 | 23篇 |
2008年 | 25篇 |
2007年 | 31篇 |
2006年 | 29篇 |
2005年 | 26篇 |
2004年 | 23篇 |
2003年 | 16篇 |
2002年 | 26篇 |
2001年 | 29篇 |
2000年 | 12篇 |
1999年 | 13篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 16篇 |
1995年 | 16篇 |
1994年 | 16篇 |
1993年 | 16篇 |
1992年 | 16篇 |
1991年 | 23篇 |
1990年 | 15篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 9篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 12篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 8篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1973年 | 4篇 |
排序方式: 共有1053条查询结果,搜索用时 15 毫秒
991.
This article focuses on an oversubscribed UK higher education music conservatoire that centres its selection procedures on individual performance auditions. In this mixed‐method study, centrally‐held assessment scores are used to show that A‐level music grades are a more effective predictor of final degree result than performance at audition. This context is then used to consider the learning of two students at the conservatoire who defy the expectations implied by the statistical results. Through six interviews with each student, their stories are probed through the lens of their trajectories of participation. Drawing on the notion of expansive and restrictive learning, the role that depth and breadth plays in learning to perform is unpacked, and it is suggested that both may be of central importance in shaping musical expertise. The authors discuss the results in terms of the specific challenges that the conservatoire faces in broadening its access, and consider the implications for learners of musical performance. 相似文献
992.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
993.
In this paper, the authors argue that in order to create a curriculum of the future, we need to re-evaluate at least four key assumptions about teaching and learning that have guided educational decisions in the past. These assumptions are: learning is the result of individual, rather than group, activity; teachers are consumers, rather than generators, of theory; assessment is concerned with evaluating learning outcomes, rather than learning processes; teaching and learning are primarily cognitive, rather than aesthetic, ethical or affective, acts. Drawing on recent cross-cultural research, the authors use the example of the municipal pre-schools and infant-toddler centres of Reggio Emilia, Italy, to challenge these assumptions and suggest alternative ways for imagining classrooms of the future. 相似文献
994.
995.
This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in
the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of
children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based
on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews.
In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and
‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented.
Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning
science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group
work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a
few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to
lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently
in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on
inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study
are considered in light of the findings and recommendations from recent national and international reports on inquiry-based
approaches in science education. 相似文献
996.
997.
998.
Four types of comparisons for evaluation of mnemonics are identified, two based on equating exposure to the critical to-be-learned associations and two based on total study time. Two experiments on a new mnemonic, the cueword method, are reported, each of which incorporated three of the four comparison procedures. In general, the cueword method proved useful only in comparisons involving control of exposures to the critical to-be-learned associations. The experiments illustrated how highly analytical experiments on mnemonics can be conducted, and the results illustrated that choice of comparison in mnemonics research can greatly affect the evaluation of a mnemonic. General design suggestions for mnemonics research are made. 相似文献
999.
1000.
This paper was presented as the keynote address at the Ohio Library Council, Technical Services Division conference,“Technical Services, 2003: Inspiration, Example, Synthesis” at Mohican State Park, Ohio, May 7, 2003. The keynote was to fill the role of “inspiration.” The author considers why technical services personnel may feel isolated, misunderstood, or dispensable; why technical services personnel may be misunderstood or underappreciated by others; the nature and mission of librarianship and how technical services relates to them; the consequences of having a bad image and a bad self-image; and how harmful opinions and actions might be countered. 相似文献