全文获取类型
收费全文 | 2865篇 |
免费 | 70篇 |
国内免费 | 4篇 |
专业分类
教育 | 2303篇 |
科学研究 | 60篇 |
各国文化 | 40篇 |
体育 | 143篇 |
文化理论 | 21篇 |
信息传播 | 372篇 |
出版年
2023年 | 33篇 |
2022年 | 28篇 |
2021年 | 63篇 |
2020年 | 79篇 |
2019年 | 134篇 |
2018年 | 192篇 |
2017年 | 190篇 |
2016年 | 157篇 |
2015年 | 102篇 |
2014年 | 131篇 |
2013年 | 615篇 |
2012年 | 97篇 |
2011年 | 87篇 |
2010年 | 69篇 |
2009年 | 77篇 |
2008年 | 84篇 |
2007年 | 76篇 |
2006年 | 66篇 |
2005年 | 61篇 |
2004年 | 33篇 |
2003年 | 44篇 |
2002年 | 46篇 |
2001年 | 26篇 |
2000年 | 28篇 |
1999年 | 31篇 |
1998年 | 23篇 |
1997年 | 30篇 |
1996年 | 25篇 |
1995年 | 23篇 |
1994年 | 25篇 |
1993年 | 37篇 |
1992年 | 22篇 |
1991年 | 17篇 |
1990年 | 24篇 |
1989年 | 14篇 |
1988年 | 8篇 |
1987年 | 9篇 |
1986年 | 17篇 |
1985年 | 12篇 |
1984年 | 7篇 |
1983年 | 12篇 |
1982年 | 7篇 |
1981年 | 4篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 11篇 |
1977年 | 8篇 |
1975年 | 8篇 |
1974年 | 8篇 |
1967年 | 3篇 |
排序方式: 共有2939条查询结果,搜索用时 15 毫秒
971.
Joce Nuttall Sally Murray Terri Seddon Jane Mitchell 《Asia-Pacific Journal of Teacher Education》2006,34(3):321-332
This paper examines research into initial teacher education in light of current Australian policy initiatives concerned with both the quality of research conducted in higher education and the quality of teacher education programs. The purpose of the paper is to explore some ways in which the research is, and can be, positioned in the current policy context. The paper begins with a brief overview of some of the main characteristics of the research concerned with initial (pre‐service) teacher education in Australia over the last decade. In terms of scope, scale and methodology, the research can be characterised in the following way: typically small‐scale; many one‐off studies; localised in nature; and a growing application of qualitative research methods. An obvious strength of this type of research is that it is closely tied to practice and to the day‐to‐day workings of initial teacher education programs. An equally obvious weakness is that the research does not necessarily have so called ‘impact’ in relation to policy debates and/or other measures of success in the wider research community. The paper charts some possible new directions for teacher education research in ways that build on the strengths and address the weaknesses. The directions can be characterised as follows: a ‘big funding’ approach; an ‘institutional aggregation’ approach; and a ‘platforms and protocols’ approach. 相似文献
972.
973.
Sarah Elaine Eaton 《Interchange》2017,48(3):271-281
This article shares the findings of a study investigating institutional policy definitions of plagiarism at twenty English-speaking Canadian universities. The types of primary sources consulted for this study included: (1) university academic calendars for 2016–2017, (2) institutional policies on academic misconduct, and (3) student academic codes of conduct. Sources were analyzed in comparative tabular and narrative form. Results show wide variation in institutional definitions of plagiarism as a specific subset of academic misconduct. The conclusions call for a coordinated effort among Canadian universities to develop a common framework of academic integrity that includes clear and explicit definitions for plagiarism, as well as other forms of academic dishonesty, that are consistent across provinces. 相似文献
974.
975.
976.
Yizhou Qian Susanne Hambrusch Aman Yadav Sarah Gretter 《Journal of Research on Technology in Education》2018,50(2):164-181
The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course) 相似文献
977.
Objectified body consciousness theory provides a framework for understanding young women's negative body experiences and their impact on well‐being. This study examined the impact of body surveillance, body shame, and appearance control beliefs, the 3 components of objectified body consciousness, on wellness in college women. Data indicated a negative relationship between body surveillance and body shame and several components of wellness and a positive relationship between appearance control beliefs and aspects of wellness. Implications are examined. 相似文献
978.
Jane Seale Helena Garcia Carrizosa Jonathan Rix Kieron Sheehy Simon Hayhoe 《International Journal of Research & Method in Education》2021,44(1):20-40
ABSTRACT In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory. 相似文献
979.
Robert Pasnak Katrina Lea Schmerold Melissa Fetterer Robinson K. Marinka Gadzichowski Allison M. Bock Sarah Eva O'Brien 《The Journal of educational research》2016,109(6):640-646
Ninety-six first grade students in an urban school system were tested in October and May on reading, mathematics, and their understanding of sequences of letters and numbers. A time lag analysis was subsequently conducted. In such analyses, cross-correlations between the first measurement of one variable and the second measurement of another are compared. The larger of the correlations indicates the direction of the relationship; i.e., which variable is most likely to be causal. Correlations of the fall scores on the number sequences with spring scores on the mathematics concepts scale were significant, while correlations of the fall mathematics concepts scores with spring number sequence scores were negligible. This indicates that understanding such complex sequences has a directional effect on understanding mathematics concepts. Fall–spring cross-correlations for the letter sequences and reading test, although significant, did not differ, and hence provided no indication of the direction of the relationship. Potential explanations were discussed. 相似文献
980.
Heike Theyßen Sarah Struzyna Elliot Mylott Ralf Widenhorn 《International Journal of Science and Mathematics Education》2016,14(5):865-883
In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful. 相似文献