全文获取类型
收费全文 | 478篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 376篇 |
科学研究 | 16篇 |
各国文化 | 4篇 |
体育 | 26篇 |
文化理论 | 1篇 |
信息传播 | 58篇 |
出版年
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 18篇 |
2017年 | 15篇 |
2016年 | 16篇 |
2015年 | 15篇 |
2014年 | 6篇 |
2013年 | 117篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 10篇 |
2008年 | 5篇 |
2007年 | 11篇 |
2006年 | 9篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 7篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 12篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 5篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1974年 | 8篇 |
1969年 | 4篇 |
1932年 | 2篇 |
排序方式: 共有481条查询结果,搜索用时 15 毫秒
151.
The ‘Curriculum for Excellence’ (CfE) guidelines and associated learning experiences and outcomes have been developed following a national debate on the purposes of education in Scotland. The recent development shifts physical education's (PE) role in Scottish education, changing from contributing to the ‘Expressive Arts’ area of the curriculum, to one central to the newly created curriculum area of ‘Health and wellbeing’ in the CfE. This paper provides an analysis of the broader policy context at national and global levels examining the policy developments for PE in Scotland situating them within a globalised discourse emphasising concerns about ill-health and obesity within society. Drawing on the work of Bowe et al., the paper examines the context of production and the context of influence that has contributed to the recent development of ‘Health and wellbeing’ within the CfE. It is argued that the role for PE and the focus on schools promoting daily physical activity within the CfE masks the complexity of addressing the issues of health and well-being. In conclusion it is highlighted that in the interpretation and implementation of policy there will be further issues for PE and as yet unknown consequences for the context of practice and pupils' experiences of PE in Scotland. 相似文献
152.
153.
This study extended through three academic semesters and involved 710 subjects. It compared the performance of college students taught precalculus using a graphing calculator and a textbook written to be used with a graphing utility, to the performance of students using the traditional approach, a regular textbook, and a scientific calculator. On a comprehensive common final exam, students who were taught precalculus using the graphing calculator had significantly higher scores than those taught by traditional methods.PosthumousPreliminary partial results of this experiment were presented at the Fourth Annual International Conference on Technology in Collegiate Mathematics, Portland, Oregon, November 15–17,1991. 相似文献
154.
Helen S. Kowalski Shirley R. Wyver Corresponding author Grace Masselos Philip de Lacey 《Early Years: An International Journal of Research and Development》2005,25(1):55-65
Forty‐eight toddlers aged 17 to 31 months attending long‐day childcare participated in this project, which examined some of the influences of the day‐care context on their emerging pretend play. Ninety minutes of video‐taped observations were collected for each participant as they engaged in free play with their same‐age peers and their pre‐school‐aged peers. The play environment was assessed on a number of dimensions, including the provision of play materials, the quality of care and staff attitudes toward play. Additionally, the participants' weekly attendance pattern was taken into consideration. The complexity of pretend play was coded in accordance with Westby's Symbolic Play Scale (1991). Two components of the long‐day childcare context—play with pre‐school‐aged peers and the unsatisfactory provision of play materials—were found to be significantly influential on the participants' complexity of pretend play. An attendance of four or more days in childcare was also found to be favourable. A number of implications for educational programming in the day‐care context arise from these results. 相似文献
155.
Donald J. Peurach Maxwell M. Yurkofsky Naomi Blaushild Daniella Hall Sutherland James P. Spillane 《Peabody Journal of Education》2020,95(4):336-355
ABSTRACT Public school districts have been operating under a decade’s long press to move beyond functioning as engines of access-oriented mass public schooling to functioning as instructionally focused education systems pursuing educational excellence and equity. This press has researchers developing analytic frameworks useful for examining different ways that districts are responding. Even so, limitations in individual frameworks suggest a need to explore the coordinate use of complementary frameworks to support more comprehensive examinations of districts. This analysis explores the coordinated use of a “coupling framework” and a “systems framework” to analyze efforts in two districts to improve educational quality and to reduce disparities. Findings suggests that the coordinated use of the coupling and systems frameworks supports deeper analyses of instructional organization and management than either framework would on its own, and that further incorporating quality and equity frameworks would support still-deeper analyses. From the perspective of this issue of the Peabody Journal of Education (PJE), the implication is that elaborating new institutional theory to capture micro-level variation in response to macro-level dynamics is but one challenge faced by organizational researchers in education, and that the deeper challenge lies in considering alternative world views—paradigmatic assumptions—underlying the use of singular and complementary analytic frameworks. 相似文献
156.
157.
Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens
Fengling Tang Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157
This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension. 相似文献
158.
Shirley V. Scott 《Teaching in Higher Education》2013,18(1):49-57
Students appear to have an almost insatiable appetite for receiving feedback and the scholarly literature has acknowledged its central importance for learning. And yet there is no widely accepted definition of feedback, most definitions reflecting the perspective of the teacher rather than student. When staff at the University of New South Wales who had put a lot of time into providing feedback nevertheless failed to score highly on the course satisfaction survey question on feedback, staff conjectured that their students might not recognize what they are providing as constituting feedback. A study was undertaken to find out just how students would define feedback. This article provides the background to the study, describes its design and presents the definition of feedback as conceptualised by the students, and then considers its significance. 相似文献
159.
Shirley Matile Ogletree Brad Mason Tammy Grahmann Paul Raffeld 《Communication Research Reports》2013,30(3):307-313
“Powerpuff Girls” (PPG) and “Johnny Bravo” (JB) are two recent additions to cartoon programming on the Cartoon Network. In Study 1 over three‐fourths of 187 elementary school children indicated that they had watched JB and PPG. These children perceived PPG to be significantly more aggressive than JB. In Study 2 two trained, independent raters scored JB, compared to PPG, as more likely to make appearance‐enhancing actions and more likely to use come‐ons while the PPG were more aggressive and more likely to giggle/laugh. Johnny was more likely to be the recipient of aggressive behaviors, rather than be aggressive himself. 相似文献
160.
John P. Dessauer Charles A. Madison Bert Cowlan Dennis Foote Charles S. Steinberg Maxwell Sackheim 《Communication Booknotes Quarterly》2013,44(2):22-24
John P. Dessauer's Book Publishing: What it Is What it Does (New York: R.R. Bowker Co., 1974—$11.95) Charles A. Madison's Irving to Irving: Author-Publisher Relations 1800-1974 (New York: R.R. Bowker, 1974– $19.95). The American Film Institute Guide to College Courses in Film and Television (Washington, D.C.: Acropolis Books, 1975—$6.95, paper) Bert Cowlan and Dennis Foote's A Case Study of the ATS-6 Health Education and Telecommunications Projects (Washington: Office of Education and Human Resources, Bureau for Technical Assistance, Agency for International Development, 1975—no cost given, paper). Charles S. Steinberg's The Creation of Consent: Public Relations in Practice (New York: Hastings House, 1975—$13.50/6.95). Maxwell Sackheim's My First 65 Years in Advertising (Blue Ridge Summit, Pa.: TAB Books, 1975—$9.95/5.95). Sherman Briscoe's Black Press Information Handbook: 1974-75 (National Newspaper Publishers Association, 770 National Press Building, Washington D.C. 20004—$5.00, paper) 相似文献