全文获取类型
收费全文 | 2381篇 |
免费 | 64篇 |
专业分类
教育 | 1863篇 |
科学研究 | 83篇 |
各国文化 | 36篇 |
体育 | 124篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 325篇 |
出版年
2023年 | 15篇 |
2022年 | 23篇 |
2021年 | 45篇 |
2020年 | 70篇 |
2019年 | 108篇 |
2018年 | 125篇 |
2017年 | 128篇 |
2016年 | 99篇 |
2015年 | 66篇 |
2014年 | 111篇 |
2013年 | 538篇 |
2012年 | 86篇 |
2011年 | 76篇 |
2010年 | 61篇 |
2009年 | 61篇 |
2008年 | 56篇 |
2007年 | 58篇 |
2006年 | 51篇 |
2005年 | 47篇 |
2004年 | 52篇 |
2003年 | 30篇 |
2002年 | 54篇 |
2001年 | 30篇 |
2000年 | 28篇 |
1999年 | 27篇 |
1998年 | 22篇 |
1997年 | 21篇 |
1996年 | 23篇 |
1995年 | 18篇 |
1994年 | 12篇 |
1993年 | 16篇 |
1992年 | 17篇 |
1991年 | 17篇 |
1990年 | 16篇 |
1989年 | 18篇 |
1988年 | 26篇 |
1987年 | 18篇 |
1986年 | 14篇 |
1985年 | 14篇 |
1984年 | 11篇 |
1983年 | 7篇 |
1982年 | 12篇 |
1981年 | 9篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1977年 | 8篇 |
1976年 | 11篇 |
1974年 | 9篇 |
1972年 | 8篇 |
1968年 | 6篇 |
排序方式: 共有2445条查询结果,搜索用时 15 毫秒
961.
962.
Rebecca Eynon 《Learning, Media and Technology》2009,34(4):277-290
The internet presents many potential opportunities for people to learn for both formal and informal purposes. However, not everyone is able to make the most of the internet for learning. This paper utilises quantitative nationally representative survey data of internet use in Britain in order to explore the digital divide in relation to learning activities online. The results from this analysis give a detailed picture of the digital divide in Britain; illustrating those who are non‐users and users of the internet and the reasons that are important in explaining the diversity in non‐use and use of the internet for learning (e.g., age, educational background, skills, attitudes and experience). The findings may assist in the development of policies that seek to support under‐served groups to make the most effective use of the internet for formal and informal learning opportunities. 相似文献
963.
Improving mathematics instruction through lesson study: a theoretical model and North American case 总被引:1,自引:0,他引:1
Catherine C. Lewis Rebecca R. Perry Jacqueline Hurd 《Journal of Mathematics Teacher Education》2009,12(4):285-304
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
相似文献
Catherine C. LewisEmail: |
964.
Rebecca McNall Krall Joseph P. Straley Sally A. Shafer Jeffrey L. Osborn 《Journal of Science Education and Technology》2009,18(2):173-186
The No Child Left Behind Act requires that all teachers be certified within the content areas that they teach. However, attracting
and retaining highly qualified science teachers in rural school districts is particularly difficult due to limited resources
and geographic and professional isolation. Science professional development programs could help improve inservice teachers’
understanding of concepts they are expected to teach, but such programs are often limited in rural areas. This study evaluates
a unique distance learning, inquiry-based professional development course in physical science developed to meet the needs
of central Appalachian middle school teachers. Instruction through hands-on inquiry investigations distinguishes this program
from other distance learning programs. Preliminary findings from the pilot study reported in this paper reveal significant
growth in 43 teachers’ content knowledge for six of nine temperature and heat concepts assessed in the course. Outcomes from
the distance learning project are discussed as they relate to future research goals and implications for science professional
development programs in rural regions. 相似文献
965.
Rebecca Spooner‐Lane Donna Tangen Marilyn Campbell 《Asia-Pacific Journal of Teacher Education》2009,37(1):79-94
Increasing numbers of Asian international students are choosing to undertake their tertiary studies in English‐speaking countries. For universities, international students are an important source of revenue. However, Asian international students face multiple challenges in adapting to a foreign culture, understanding the expectations of their role, and adjusting to language, communication and cultural differences. These challenges are manifested, in particular, during practicum or field experience. This paper investigated the concerns of twenty Asian pre‐service teachers before and after their practicum in Australian schools by drawing upon data from focus group interviews. Although language barriers and cultural differences were identified concerns before the practicum, concerns about their relationship with their supervising teachers and the limited time in which they had to learn also emerged after the practicum. Whilst the findings are limited to the present study, implications for supporting Asian international pre‐service teachers during practicum are discussed. 相似文献
966.
967.
968.
969.
Amanda Hignett Sabine Pahl Rebecca Jenkin Mod Le Froy 《Journal of Adventure Education & Outdoor Learning》2018,18(1):53-69
Outdoor activities can be an important complement to classroom learning, especially for children/young people excluded, or at risk of exclusion, from mainstream schooling. The current research explored the impact of a 12-week surfing programme among such a group in the UK. Pre-post data on physiological health (heart rate (HR)/blood pressure), self-reported well-being (life and domain satisfaction), connectedness (e.g. to nature, school), environmental awareness (e.g. role of sand dunes) and teacher evaluations (e.g. behaviour) were collected. Results found significant drops in HR (suggesting improved fitness), increased satisfaction with appearance, more positive attitudes towards school and friendships, greater environmental awareness and more positive teacher evaluations, post-intervention. A lack of findings in other domains suggests these results were not due to participants simply conforming to demand characteristics. Overall, the results suggest that surfing interventions could have important benefits for vulnerable young people who struggle with mainstream schooling. The need for future research using control groups and longer term follow-up is discussed. 相似文献
970.
Hilary Horn Ratner Erika London Bocknek Anna G. Miller Sharon L. Elliott Beverly Weathington 《Teacher Development》2018,22(3):427-446
The current paper describes an urban university-anchored but community-based consortium of early childhood centers and community partners in a large Midwestern US city. The goal of the Consortium is to provide professional development opportunities that include networking, coaching, and collaboration as part of a community of practice (CoP) intended to improve program quality. Our findings suggest that early childhood center directors who are part of the Consortium describe benefits consistent with a CoP, specifically in terms of connection, resources, and community. Our findings also show that sense of community is associated with deeper engagement with the Consortium and program quality rating of the member center. Implications of the findings for future practice, especially in urban settings, are discussed. 相似文献