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171.
W. A. Hart 《Journal of Philosophy of Education》1997,31(2):295-308
A lot of the talk about education nowadays invokes the notion of 'quality' and it has been suggested that education in schools and universities would benefit from exposure to the kind of quality assurance procedures originally developed by industry to monitor and raise performance. The paper is critical of this suggestion, arguing that the notion of quality which has emerged from industry is a very limited one and that importing the latter into education would change our educational thinking and practice in significant ways for the worse. What we need, instead, is a fuller appreciation of the kind of quality and standards which are proper to education and which depend upon the exercise of personal judgement. 相似文献
172.
Paul Hart 《International Journal of Science Education》2013,35(11):1239-1254
This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education. 相似文献
173.
174.
Susan Hart 《British Journal of Educational Studies》1998,46(2):153-168
This paper argues that if 'reforms'of education designed to raise standards leave unquestioned the notion of fixed differential ability, then they are likely to be self-defeating. It considers alternative ways of formulating knowledge about individual differences reflected both in the literature and in classroom practice, and concludes by making a case for further research to be undertaken to establish frameworks for teaching consistent with an anti-determinist view of individual potential. 相似文献
175.
176.
177.
Robert Hart 《Educational Psychology in Practice》2009,25(4):351-368
This paper focuses on the social and emotional needs of children and young people who are refugees. It was inspired by casework undertaken by the author involving a 13‐year‐old boy who was a refugee from Montenegro. A vignette of the case is presented in addition to a review of relevant literature to illustrate and discuss the various sources of trauma experienced by children and young people who are refugees, and the potential impact of these on psychological functioning and emotional wellbeing. Child refugees’ experiences of trauma are seldom restricted to experiences of loss, violence or persecution in their country of origin. Rather, there are multiple experiences in the country of origin, during migration and on arrival in a country of “refuge” that are potentially traumatic, and can have adverse effects on a child or young person’s development. Drawing on research with children and adults who are refugees, as well as research into post‐traumatic stress disorder and into the educational effects of trauma, the paper advocates interactionist and ecosystemic perspectives for understanding the difficulties encountered by refugee children, and considers possibilities for therapeutic intervention. 相似文献
178.
Susan L. Swars Stephanie Z. Smith Marvin E. Smith Lynn C. Hart 《Journal of Mathematics Teacher Education》2009,12(1):47-66
The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic
shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation
of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the
effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to
teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety,
and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced
by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated
developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature
and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics
educators as to the outcomes of these programmatic features. 相似文献
179.
Larry J. Nelson Craig H. Hart Cortney A. Evans Robert J. Coplan Susanne Olsen Roper Clyde C. Robinson 《Early childhood research quarterly》2009,24(3):350-361
It is developmentally normative for preschoolers (aged four to five years) to have self-perceptions that are typically positive and even over-inflated. However, because not all children have positive self-perceptions in early childhood it is important to understand factors that influence the development of self-perceptions, especially low self-perceptions, in early childhood. Therefore, this study examined the associations between self-perceptions and teacher ratings of social behaviors, subtypes of withdrawal, and peer ratings of acceptance/rejection in preschoolers. Participants included 199 children (107 males, 92 females) attending two early childhood programs in a midsized community in the western United States. The major findings were that children in early childhood who have lower self-perceptions of their abilities than their peers tended to engage in more reticence, solitary-passive withdrawal, and solitary-active behavior. 相似文献
180.
Heidi Julien Lynne E.F. McKechnie Sandra Hart 《Library & information science research》2005,27(4):453-466
Increasing attention to affective issues is evident in human information behavior work in library and information science (LIS) as well as in a wide range of other disciplines. However, it is questionable whether the LIS systems-oriented literature reflects any serious interest in affective issues such as emotion or confidence, as these affect information behavior. This study analyzes systems work in LIS to determine the relative interest in affective issues being shown. Content analysis of articles published between 1999 and 2003 indicates that systems work in LIS pays little attention to affective variables. In addition, insufficient intellectual access to affective issues is provided by the primary indexing services. 相似文献