全文获取类型
收费全文 | 753篇 |
免费 | 24篇 |
专业分类
教育 | 601篇 |
科学研究 | 19篇 |
各国文化 | 6篇 |
体育 | 51篇 |
文化理论 | 14篇 |
信息传播 | 86篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 17篇 |
2020年 | 34篇 |
2019年 | 37篇 |
2018年 | 58篇 |
2017年 | 57篇 |
2016年 | 56篇 |
2015年 | 36篇 |
2014年 | 29篇 |
2013年 | 158篇 |
2012年 | 31篇 |
2011年 | 22篇 |
2010年 | 25篇 |
2009年 | 14篇 |
2008年 | 19篇 |
2007年 | 16篇 |
2006年 | 17篇 |
2005年 | 15篇 |
2004年 | 8篇 |
2003年 | 11篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1988年 | 2篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1971年 | 3篇 |
1963年 | 2篇 |
1952年 | 1篇 |
1939年 | 1篇 |
1938年 | 1篇 |
1924年 | 1篇 |
1922年 | 2篇 |
1920年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有777条查询结果,搜索用时 0 毫秒
81.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
82.
83.
Judith G. Smetana Marina Tasopoulos-Chan Denise C. Gettman Myriam Villalobos Nicole Campione-Barr and Aaron Metzger 《Child development》2009,80(1):280-294
A sample of 118 predominantly European American families with early and middle adolescents ( M ages = 12.32 and 15.18 years) and 1 parent evaluated hypothetical conflicts between adolescents' and parents' requests for assistance versus the other's personal desires. Evaluations differed by level of need, but in low-need situations, adolescents viewed teens as more obligated to help parents than did parents, whereas parents rated it as more permissible for teens to satisfy personal desires than did teenagers. Justifications for helping focused on concern for others, role responsibilities, and among parents, psychological reasons. Middle adolescents reasoned about role responsibilities more and viewed satisfying personal desires as less selfish than did early adolescents, but satisfying personal desires was seen as more selfish by parents of middle than early adolescents. Implications for adolescent–parent relationships are discussed. 相似文献
84.
Psychologists working in schools are often the first contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological first aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post‐traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also briefly outlined. © 2009 Wiley Periodicals, Inc. 相似文献
85.
Geschäftsführer Priv.-Doz. Dr. Urs Moser Dr. Nicole Bayer Dr. Verena Tunger 《Zeitschrift für Erziehungswissenschaft》2010,13(4):631-648
This contribution reports on an investigation into the importance of supporting first language for the command of first and second language skills using a quasi-experimental longitudinal study of migrant children in kindergarten. For two years the development of both first and second language skills was coordinated through the treatment of the same topics and stories during lessons. Furthermore, parents were asked to read their children a story or play an audio book in the first language three times a week. This extensive intervention neither had statistically significant effects on the development of language competency in the first nor the second language, German. The transfer effects between first and second language expected by the interdependency hypothesis of Cummins were only in evidence to a very limited extent. 相似文献
86.
Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
87.
Nicole Harlaar Laurie Cutting Kirby Deater-Deckard Laura S. DeThorne Laura M. Justice Chris Schatschneider Lee A. Thompson Stephen A. Petrill 《Annals of dyslexia》2010,60(2):265-288
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding
and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension
were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word
recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared
environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading
comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening
comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading
comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence
for a genetic basis to the “Simple View” of reading. 相似文献
88.
Practicums, internships and field experiences are essential components in many fields. These varied experiences embed both students and their mentors in immersive experiences. Such immersive experiences are essential for STEM students preparing for future jobs, yet little is known about how these research-intensive and immersive experiences impact the practice of teaching in the natural sciences. In order to evaluate the impact, opportunities and challenges associated with such experiences, our team collected and analysed end-of-semester reflections from five students and their faculty mentor. Thematic analysis related to inferences and implications about the impacts of the experience showed a need to formalize and further develop an understanding of both students’ self-identity and the cultural attitudes of the students and the mentor. 相似文献
89.
A substantial amount of professional development and implementation has moved towards teachers and teacher leaders in recent years. Previous works have examined how teachers, teacher leaders, or administrators perceive teacher leadership in school reforms, but few have advanced all three perspectives simultaneously. Drawing upon over 200 interviews, we examine how leadership is distributed and the tensions and dynamics arising among these three groups in a teacher-led school reform. Two main themes emerged from our analysis: minimizing conflicts with teachers was important to teacher leaders, and the distribution of leadership between administrators and teacher leaders changed the status and normative roles of teacher leaders. 相似文献
90.
Iain Hunter Aubree McLeod Dru Valentine Tyler Low Jared Ward Ron Hager 《Journal of sports sciences》2013,31(20):2367-2373
ABSTRACTThe choice of marathon racing shoes can greatly affect performance. The purpose of this study is to metabolically and mechanically compare the consumer version of the Nike Vaporfly 4% shoe to two other popular marathon shoes, and determine differences in running economy. Nineteen subjects performed two 5-minute trials at 4.44m/s wearing the Adidas Adios Boost (AB), Nike Zoom Streak (ZS), and Nike Vaporfly 4% (VP) in random order. Oxygen uptake was recorded during minutes 3–5 and averaged across both shoe trials. On a second day, subjects wore reflective markers, and performed a 3-minute trial in each shoe. Motion and force data were collected over the final 30 seconds of each trial. VP oxygen uptake was 2.8% and 1.9% lower than the AB and ZS. Stride length, plantar flexion velocity, and center of mass vertical oscillation were significantly different in the VP. The percent benefit of the VP over AB shoe was predicted by subject ground time. These results indicate that use of the VP shoe results in improved running economy, partially due to differences in running mechanics. Subject variation in running economy improvement is only partially explained by variation in ground time. 相似文献