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101.
Science educators have long been concerned with how formal schooling contributes to learners’ capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of evidence, critique methods, and other factors upon which evidence evaluation rests, evaluating sources and potential biases, and so on. Although the general discourse on education commonly suggests students are bad at such things, we review cognitive development research that demonstrates children display a variety of capabilities, even at early ages, that can be productively built upon by formal science instruction. We use this research to suggest some possibilities for formal schooling to develop children's capacities for evaluating claims within the pursuit of personally meaningful goals. We conclude with observations of useful directions our analysis opens to research. 相似文献
102.
Sandie Wong E. Murray C. Rivalland H. Monk L. Piazza-McFarland G. Daniel 《The Australian Educational Researcher》2014,41(3):243-259
Growing recognition of the complexity of children’s lives has led to strong advocacy in education research literature for greater collaboration between researchers from different paradigms to address the ‘wicked’ problems that face contemporary children and families. There is little literature, however, exploring how collaboration works in practice. This paper, drawing on researcher reflective narrative, and using Cultural Historical Activity Theory as a heuristic framework, describes and critiques the formative stages of an educational research collaborative group of five early and one mid-career early childhood education researchers (the authors), from two universities, and with quite different epistemological and ontological understandings. It outlines, from an insider perspective, some of the outcomes, challenges and tensions associated with participating in the research group, and concludes by providing some implications for policy and considerations for those contemplating forming a collaborative group. 相似文献
103.
Juan Zhang Catherine McBride-Chang Anita M.-Y. Wong Twila Tardif Hua Shu Yuping Zhang 《Reading and writing》2014,27(3):481-501
The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children. 相似文献
104.
Dwight Bolinger Sydney W. Head Barbara Moore Leonard L. Chu Phyllis Zagano 《广播与电子媒介杂志》2013,57(3):725-738
The network tone of voice Mass Communication in China, John Howkins (New York: Longman, 1982). Television and Radio in the United Kingdom, Burton Paulu (Minneapolis: University of Minnesota Press, 1981). Mass Media and Social Change, ed. Elihu Katz and Tamas Szecsko (Beverly Hills, CA: Sage Publications Inc., 1981). Electronic Colonialism: The Future of International Broadcasting and Communication, Thomas L. McPhail (Beverly Hills, CA.: Sage, 1981). The First Amendment Under Seige: The Politics of Broadcast Regulation, Richard E. Labunski (Westport, Conn: Greenwood Press, 1981). 相似文献
105.
Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. 相似文献
106.
Siu Ling Wong Derek Hodson Jenny Kwan Benny Hin Wai Yung 《International Journal of Science Education》2013,35(11):1417-1439
Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists. 相似文献
107.
Phyllis N. Maramarco∗ 《Religious education (Chicago, Ill.)》2013,108(5):297-303
108.
Ting-Hong Wong 《History of education》2013,42(4):524-541
Using the case of the Hong Kong Polytechnic (HKP), this paper examines academic drift in colonial settings. The HKP, like polytechnics in the UK, was supposedly a service sector institution. Under the binary system in the UK, schools in the service division were governed by the state educational bureaucracy, while the universities – the autonomous sector – were under the University Grants Committee (UGC). When the HKP was being founded, however, it became an institution under the UGC of Hong Kong. This article argues that the HKP could cross the binary line because a polytechnic unsubordinated to the local colonial state would be more serviceable to external agents’ interests. This finding suggests that researchers of academic drift – who have hitherto studied exclusively sovereign nations and the impacts of internal factors – should also examine the cases in dependent territories as well as the effects of external influences on such shifts. 相似文献
109.
110.
Xiaoyan Wang Yelin Su Stephen Cheung Eva Wong Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491
This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course. 相似文献