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941.
Ruth Dann 《Assessment in Education: Principles, Policy & Practice》2014,21(2):149-166
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts. 相似文献
942.
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing theories of learning. 相似文献
943.
A learner‐centered approach is a central feature of instruction based on a constructivist learning model. However, there is some confusion regarding the requirement for behavioral activity as a prerequisite for a learner‐centered environment. We offer evidence in this article that some types of behavioral activity can interfere with cognitive learning processes. We recommend that instructional professionals focus on cognitive activity and summarize evidence‐based methods that support appropriate cognitive activity in behaviorally passive and active learning environments. 相似文献
944.
This study investigated whether intuitive, naive conceptions of “living things” based on objects’ mobility (movement = alive)
persist into adolescence and affect 10th graders’ accuracy of responses and reaction times during object classification. Most
of the 58 students classified the test objects correctly as living/nonliving, yet they demonstrated significantly longer reaction
times for classifying plants compared to animals and for classifying dynamic objects compared to static inanimate objects.
Findings indicated that, despite prior learning in biology, the intuitive conception of living things persists up to age 15–16 years,
affecting related reasoning processes. Consideration of these findings may help educators in their decisions about the nature
of examples they use in their classrooms. 相似文献
945.
Ruth A. Berman 《Infancia y Aprendizaje》2018,41(1):84-89
This brief homage touches on a few of Annette Karmiloff-Smith’s outstanding scholarly contributions in the cognitive sciences, her unique personal attributes and the impact her work and life have had on the author and on many others in the cognitive sciences since she completed her doctoral studies at the University of Geneva in the 1970s. 相似文献
946.
Ruth Gwernan‐Jones Philip Macmillan Brahm Norwich 《Journal of Research in Special Educational Needs》2018,18(2):136-146
This paper describes the mixed methodology evaluation of the Own‐Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi‐experimental evaluation in which 33 students in years 7–9 in four schools used OVIP over an 8 week period and were monitored at three times for their word reading, phonic decoding and phonological skills. Students, teaching assistants and teachers involved were also interviewed about the use of OVIP, the perceived processes and outcomes. Assessment results showed that OVIP was associated with greater gains in word reading than these students' usual teaching/intervention approaches. Those interviewed also experienced benefits associated with using OVIP. It was further found that word reading gains were not related to a measure of being at risk of significant literacy difficulties. Participants identified the use of their own voice, the student's agency and working at their own pace as key factors relevant to how OVIP worked. These factors aligned with a working OVIP programme theory. The findings are discussed in terms of further development and research related to an own voice approach to addressing persistent literacy difficulties. 相似文献
947.
Damian Scarf Sarah Kafka Jill Hayhurst Kyungho Jang Mike Boyes Ruth Thomson 《Journal of Adventure Education & Outdoor Learning》2018,18(2):165-175
A number of recent studies have revealed that taking part in a sail-training-based Adventure Education Programme elevates youths’ self-esteem. Across two studies, we sought to examine the extent to which youths’ sense of belonging contributed to this increase in self-esteem. Study 1 revealed that participants who completed the voyage showed an increase in self-esteem from the first to the last day of the voyage. Partial correlation revealed that group belonging made a unique contribution to this change. Study 2 replicated Study 1 and, further, demonstrated that the relationship between group belonging and self-esteem was not a function of self-efficacy or group esteem. Such findings suggest that an important contributing factor to the benefits of sail-training interventions is their potential to satisfy psychological needs, in this case the need to belong. 相似文献
948.
AbstractFew historical accounts of Australian sport policy have explicitly profiled the federal government’s involvement in disability sport. In this paper, we draw on the concept of ableism as a lens to address this lacuna. In doing so, we profile the history of the Commonwealth government involvement in disability sport and explore how the policy of ‘mainstreaming’ has emerged through partnerships led by the Australian Paralympic Committee with National Sporting Originations (NSOs) and government. We highlight that whilst these changes have arguably made mainstream NSOs more aware of their legal obligations and have led to positive changes in the provision of opportunities for people with a disability through the development of ‘Paralympic pathways’, there is some evidence of potential caveats of ‘mainstreaming’. Specifically, we point to an emerging body of evidence which suggests that despite these policy measures, people with disabilities still report being marginalized and excluded from ‘mainstream’ sporting programmes. Therefore, we question if less governmental leadership is the right path given the limitations of the present policy framework. Additionally, we highlight how performance-based funding mechanisms such as ‘Winning Edge’ are narrowing who is eligible for funding and thus curtailing finite resources for only the most ‘abled’ of the disabled. 相似文献
949.
Ruth Jeanes Ramón Spaaij Jonathan Magee Karen Farquharson Sean Gorman Dean Lusher 《Sport Management Review》2018,21(1):38-50
The last two decades within Australia have witnessed a range of policies and strategies seeking to promote the inclusion of young people with disabilities within mainstream community sport clubs. Whilst research at an institutional level has highlighted the problems with mainstreaming agendas, few studies have examined how grassroots clubs, as key components of the supply side of inclusive provision seek to respond to such policy imperatives. In this paper, therefore, the authors provide a critical analysis of the ways in which clubs engage with inclusion policies in practice. Theoretically, the authors draw on the concept of policy enactment and educational inclusivity. Through analysis of semi-structured interviews with club volunteers, the findings illustrate three key areas. Firstly, the importance of individual volunteers in establishing and developing provision within clubs; secondly, the largely separatist nature of disability provision within clubs; and thirdly, that policies tend to encourage club to focus on narrow forms of participation that lead to competitive pathways and mirror the structure of mainstream sport. In the conclusion, the authors problematize the notion of inclusion presented in policy and practice, suggesting such imperatives do not encourage a holistic approach. 相似文献
950.