全文获取类型
收费全文 | 1047篇 |
免费 | 50篇 |
专业分类
教育 | 836篇 |
科学研究 | 32篇 |
各国文化 | 40篇 |
体育 | 42篇 |
文化理论 | 7篇 |
信息传播 | 140篇 |
出版年
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 16篇 |
2020年 | 18篇 |
2019年 | 32篇 |
2018年 | 51篇 |
2017年 | 59篇 |
2016年 | 48篇 |
2015年 | 34篇 |
2014年 | 45篇 |
2013年 | 226篇 |
2012年 | 27篇 |
2011年 | 29篇 |
2010年 | 31篇 |
2009年 | 26篇 |
2008年 | 30篇 |
2007年 | 26篇 |
2006年 | 20篇 |
2005年 | 25篇 |
2004年 | 23篇 |
2003年 | 37篇 |
2002年 | 24篇 |
2001年 | 16篇 |
2000年 | 21篇 |
1999年 | 14篇 |
1998年 | 5篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1993年 | 14篇 |
1992年 | 7篇 |
1991年 | 13篇 |
1990年 | 14篇 |
1989年 | 12篇 |
1988年 | 8篇 |
1987年 | 9篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 8篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1969年 | 2篇 |
1928年 | 2篇 |
1926年 | 3篇 |
1859年 | 2篇 |
排序方式: 共有1097条查询结果,搜索用时 31 毫秒
61.
Colette Murphy Kathryn Scantlebury Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295
Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice. 相似文献
62.
This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort. 相似文献
63.
64.
This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one. 相似文献
65.
66.
Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73
Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century.
Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students,
the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised
in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated
recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes
of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised
tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement
classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage
for students. 相似文献
67.
68.
69.
In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered. 相似文献
70.
Louis Manfra Christina Squires Laura H. B. Dinehart Charles Bleiker Suzanne C. Hartman Adam Winsler 《The Journal of educational research》2017,110(5):528-537
The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. 相似文献