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871.
Susan McKenney Nienke Nieveen Jan van den Akker 《Educational technology research and development : ETR & D》2002,50(4):25-35
This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and
Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers
and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of
four related systems for computer supported curriculum development are discussed and approaches to designing tools of this
nature are considered. Following an overview of main findings, this article concludes with thoughts on fruiful directions
for research on computer supported curriculum development, emphasizing the need for increased attention to implementation
and impact studies. 相似文献
872.
Susan L. Massey 《Early Childhood Education Journal》2004,31(4):227-231
This article explores conversations between preschool children and their teachers in the classroom environment. Teachers have an opportunity to engage students in cognitively challenging conversations at critical times during the day: book reading, playtime, and mealtimes. The article provides examples of the types of conversations preschool educators can model and facilitate in order to further develop a child's oral language and subsequent literacy skills during the school day. 相似文献
873.
Shalom M. Fisch William Yotive Susan K. McCann Brown M. Scott Garner Lisa Chen 《Learning, Media and Technology》1997,23(2-3):157-167
The Federal Communications Commission is considering whether to strengthen the implementation of the Children's Television Act of 1990, which requires broadcasters to air educational and informational programs for children. Some broadcasters have opposed such measures, arguing that not enough children will watch educational programs. This argument assumes that children distinguish between educational and non‐educational programs, find educational programs less appealing, and consequently are unlikely to watch them. The present study tests these assumptions directly, through a comparison of two animated programs set in prehistoric times, Cro (an educational program about technology) and The Flintstones (a non‐educational program). Results indicated that Cro’s technology content was salient to children but, contrary to the above assumptions, children did not distinguish between the programs on the basis of their educational content, and both programs were highly appealing. 相似文献
874.
This qualitative inquiry into using microcomputers to access an on-line electronic encyclopedia revealed the salient issues
for eighth-graders in using computer technology and what they valued in their videotex experience. Assigned to gather information
both electronically and from traditional library materials to write a science theme, students with no prior computer experience
exhibited very little technological apprehension. Nearly all the students preferred electronic search by computer to print
search in books and periodicals. Underlying student reports appeared to be the perception that using a computer relieved them
from the process of note-taking and some editing judgments that using print materials would require. Overall, middle-school
students in this situation readily accommodate computers and videotex within their ongoing school context but assigned the
new technology greater value than traditional learning media. 相似文献
875.
Kay A. Armstrong 《Child abuse & neglect》1981,5(2):167-175
A treatment program for families at-risk of abusive or neglectful parenting was described and evaluated. The program combined intervention strategies and concepts based on research on abuse, early intervention, education and social service. Treatment and education for the parent and child were provided in the three services of the program: Home-Based, Family School, and Neighborhood Peer Support Groups. At-risk families were identified by a high-risk stress index. Program evaluation was based on 46 families and their 74 preschool-age children. Data collected were: incidence of child abuse or neglect, family stresses, observations of parent-child interactions, family goal measurement, and developmental testing of the children. A significant reduction occurred in the number of children abused or neglected as compared to a similar high-risk, nonintervention sample. The family stresses were reduced, parent-child interactions improved, and the intellectual decline of the children was prevented. Families who participated in all three services gained the most from the program. 相似文献
876.
Chrysanthi Kadji-Beltran Nicoletta Christodoulou Aravella Zachariou Petra Lindemann-Matthies Susan Barker Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031
This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments. 相似文献
877.
Susan A. Kirch 《Cultural Studies of Science Education》2007,2(4):785-845
Many educators and researchers are convinced that age limits what students can learn and achieve in science. Elementary school
curricula focus on isolated process skills under the faulty assumption that young students are not capable of combining the
process skills and content knowledge necessary for reasoning scientifically. In the present study, I demonstrate that many
process skills are produced in conversations between second grade students and between these students and their teachers,
including: questioning, hypothesis formation, experimental design, identifying relevant evidence, critical analysis of hypotheses
and predictions, hypothesis reconstruction, and variable identification. Through conversation analysis I show that most classroom
community members adopted the role of skeptic at some time, but there was a strong tendency to defer to authoritative sources
when resolving debates. This latter observation led to further investigation of when and how authoritative sources were consulted
and used, and when and how a skeptical stance was taken. I show that, as students used science process skills and interacted
with each other and teacher-mediators, community practices, values, and mores were shaped and an ethos of science began to
emerge. It is my contention that this ethos often emerges unconsciously as part of the community’s dynamic set of rules and
schema. Teachers who are attuned to the tension between open-mindedness and skepticism, and how they and their students cope
with this dialectic, however, can actively shape the scientific ethos of their classroom community. 相似文献
878.
This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level. 相似文献
879.
880.
Susan Garnett Russell 《比较教育学》2016,52(4):492-515
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around ‘gender equality’. I find that in national education policies and texts, discourses around gender equality are framed as a means to development, as a human right, and in relation to the past conflict rather than for the transformation of patriarchal structures. Similarly, students draw on themes from global policy discourse around development and rights but at the same time ‘re-gender’ this for a local context, propagating a public/private divide and cultural and biological stereotypes. Consequently, gendered hierarchies and biases persist in student attitudes. Findings carry important implications for the limitations of global gender policy discourses and the challenges of changing gender norms in a post-conflict context. 相似文献