全文获取类型
收费全文 | 179篇 |
免费 | 3篇 |
专业分类
教育 | 136篇 |
科学研究 | 12篇 |
各国文化 | 5篇 |
体育 | 12篇 |
文化理论 | 6篇 |
信息传播 | 11篇 |
出版年
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 7篇 |
2020年 | 4篇 |
2019年 | 12篇 |
2018年 | 8篇 |
2017年 | 11篇 |
2016年 | 11篇 |
2015年 | 5篇 |
2014年 | 4篇 |
2013年 | 31篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 9篇 |
2008年 | 7篇 |
2007年 | 5篇 |
2006年 | 10篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1987年 | 1篇 |
1984年 | 2篇 |
1981年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有182条查询结果,搜索用时 0 毫秒
181.
Hendrik Lohse-Bossenz Doris Holzberger Olga Kunina-Habenicht Tina Seidel Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2018,21(5):991-1019
General pedagogical knowledge (GK) as part of teachers’ professional knowledge has been receiving increasing attention in empirical research. Current results are based on the assumption that GK is conceptualized and acquired during teacher education independent from the subjects being studied. Therefore, we examine whether GK can be measured comparably across subjects and whether differences exist among teachers from different subject specializations concerning their level of GK. Results from 2616 preservice teachers starting their induction phase indicate that knowledge can be invariantly measured across three subject groups, i.?e., science, languages/humanities and a combination of these subjects. However, teachers vary systematically depending on their subject specializations (controlling for gender, language, grade point average, and school track). Science teachers achieve higher test scores for diagnostic/evaluation and lower scores in fields more removed from direct instruction (e.?g., theory of education). There are no differences concerning knowledge directly related to instruction (e.?g., learning/development). Results are discussed with reference to subject-related factors of socialisation, selection and development in the profession. 相似文献
182.
Olga Kozar 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):354-368
A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and (3) whether there is sufficient similarity to conceptualise these websites as exemplars of the same genre. This paper employs the tools of critical discourse analysis (CDA), Genre Theory and Appraisal within the Systemic Functional Linguistics to study the language of 17 websites of private online language schools. The study aims to investigate whether the websites exhibit similar discourse and ideology and whether they might belong to the same ‘genre prototype’. The analysis reveals a considerable thematic, structural and rhetorical similarity between the websites and a high presence of neoliberal ideology. 相似文献