全文获取类型
收费全文 | 12402篇 |
免费 | 15篇 |
专业分类
教育 | 9585篇 |
科学研究 | 1277篇 |
各国文化 | 9篇 |
体育 | 367篇 |
综合类 | 2篇 |
文化理论 | 386篇 |
信息传播 | 791篇 |
出版年
2022年 | 7篇 |
2021年 | 9篇 |
2020年 | 20篇 |
2019年 | 26篇 |
2018年 | 2190篇 |
2017年 | 2099篇 |
2016年 | 1587篇 |
2015年 | 128篇 |
2014年 | 131篇 |
2013年 | 292篇 |
2012年 | 241篇 |
2011年 | 708篇 |
2010年 | 851篇 |
2009年 | 441篇 |
2008年 | 655篇 |
2007年 | 1164篇 |
2006年 | 81篇 |
2005年 | 406篇 |
2004年 | 459篇 |
2003年 | 360篇 |
2002年 | 139篇 |
2001年 | 13篇 |
2000年 | 33篇 |
1999年 | 17篇 |
1998年 | 10篇 |
1997年 | 24篇 |
1996年 | 14篇 |
1995年 | 7篇 |
1994年 | 10篇 |
1993年 | 14篇 |
1992年 | 9篇 |
1991年 | 13篇 |
1990年 | 9篇 |
1989年 | 12篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 8篇 |
1985年 | 16篇 |
1983年 | 11篇 |
1982年 | 7篇 |
1981年 | 11篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 8篇 |
1977年 | 14篇 |
1976年 | 9篇 |
1973年 | 7篇 |
1972年 | 9篇 |
1969年 | 6篇 |
1968年 | 7篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
51.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices
下载免费PDF全文
![点击此处可从《British Journal of Special Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
52.
53.
54.
55.
56.
Victor Davis Hanson 《Academic Questions》2017,30(4):456-459
57.
58.
59.
Jason Power Raymond Lynch Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):281-296
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed. 相似文献
60.