全文获取类型
收费全文 | 5551篇 |
免费 | 112篇 |
国内免费 | 48篇 |
专业分类
教育 | 3852篇 |
科学研究 | 585篇 |
各国文化 | 54篇 |
体育 | 264篇 |
综合类 | 157篇 |
文化理论 | 16篇 |
信息传播 | 783篇 |
出版年
2023年 | 14篇 |
2022年 | 34篇 |
2021年 | 115篇 |
2020年 | 99篇 |
2019年 | 108篇 |
2018年 | 130篇 |
2017年 | 167篇 |
2016年 | 142篇 |
2015年 | 161篇 |
2014年 | 217篇 |
2013年 | 766篇 |
2012年 | 256篇 |
2011年 | 286篇 |
2010年 | 264篇 |
2009年 | 309篇 |
2008年 | 305篇 |
2007年 | 310篇 |
2006年 | 252篇 |
2005年 | 233篇 |
2004年 | 174篇 |
2003年 | 141篇 |
2002年 | 129篇 |
2001年 | 129篇 |
2000年 | 106篇 |
1999年 | 86篇 |
1998年 | 71篇 |
1997年 | 70篇 |
1996年 | 70篇 |
1995年 | 54篇 |
1994年 | 49篇 |
1993年 | 41篇 |
1992年 | 54篇 |
1991年 | 39篇 |
1990年 | 32篇 |
1989年 | 29篇 |
1988年 | 21篇 |
1987年 | 17篇 |
1986年 | 18篇 |
1985年 | 24篇 |
1984年 | 18篇 |
1983年 | 20篇 |
1982年 | 15篇 |
1981年 | 18篇 |
1980年 | 13篇 |
1979年 | 13篇 |
1978年 | 10篇 |
1976年 | 9篇 |
1975年 | 9篇 |
1970年 | 13篇 |
1969年 | 8篇 |
排序方式: 共有5711条查询结果,搜索用时 31 毫秒
91.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
92.
谭云青 《浙江教育学院学报》2002,(6):34-38
分析了浙江省现行职校学生英语学科的学业评价体系及其不足,提出了一个改进的评价体系,认为因材施考、增设口试、恢复听力考试和全省职业学校英语等级考试制度,都是有效的评价手段。 相似文献
93.
谭清宣 《成都教育学院学报》2002,16(10):4-5,11
“心即理”是理解陆九渊心学的最重要的哲学命题,陆九渊在宇宙本体和社会伦理的意义上,提出了“心即理”这一命题。“心即理”的真实意蕴在于心理合一,而且与朱熹“心与理一”论相比较,这种“心理合一“具有直接、简易、人人可为的特点。 相似文献
94.
Shalom M. Fisch Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109
The current reform movement in mathematics education has called for new ways of teaching that encourage children to become
active participants in mathematical problem solving. In this article, the potential of educational television to elicit such
behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are
the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats
that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based
materials, they may increase the potential of the materials to elicit active participation among viewers.
The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting,
the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew
W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel
Corporation.
This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta,
Georgia. 相似文献
95.
96.
Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
97.
修辞话语建构双重运作:陌生化和熟知化 总被引:7,自引:0,他引:7
谭学纯 《福建师范大学学报(哲学社会科学版)》2004,(5):1-6
修辞话语建构是两个认知系统中的双重运作 ,即 :通过修辞认知 ,“变熟悉为陌生” ;通过概念认知 ,“变陌生为熟悉”。前者进入修辞配价关系 ,以审美自由敞开话语主体的感觉系统 ;后者进入语法配价关系 ,以有限的认知模式解读无限丰富的世界。二者不能采取相反的运作路向。 相似文献
98.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
99.
谭光辉 《河北北方学院学报(社会科学版)》2003,19(4):7-10
白描是我国古代小说中的一种重要的表现手法。张竹坡首次将其作为一个文学批评术语而大量地运用于对《金瓶梅》的评点实践。然而,张竹坡在使用这一术语时所理解的内涵与我们今天所理解的内涵有许多不同之处。本文试图通过对张竹坡评点的解读来考察这一术语的古今差别,并浅略地分析造成这种差别的原因。 相似文献
100.
The measurement of teachers' workload has till now been subjective. Teachers feel that they have a great responsibility to their pupils and to society and their workload heavy, while non-teachers may have different views. This debate occurs even amongst teachers teaching different subjects and levels in a school as well as amongst teachers in different schools. A comparison of teachers' workload in different countries is also particularly difficult because of different class sizes, curriculum time, etc. It is therefore essential to provide a quantitative and objective measure for evaluating teachers' workload. This measure can then be used as a reference by school principals when allocating extra duties to teachers. It is also useful to education authorities when deploying teachers to various schools in centralized education systems. 相似文献