全文获取类型
收费全文 | 6485篇 |
免费 | 89篇 |
国内免费 | 5篇 |
专业分类
教育 | 4365篇 |
科学研究 | 773篇 |
各国文化 | 48篇 |
体育 | 602篇 |
综合类 | 1篇 |
文化理论 | 32篇 |
信息传播 | 758篇 |
出版年
2022年 | 41篇 |
2021年 | 64篇 |
2020年 | 105篇 |
2019年 | 160篇 |
2018年 | 197篇 |
2017年 | 203篇 |
2016年 | 193篇 |
2015年 | 115篇 |
2014年 | 157篇 |
2013年 | 1109篇 |
2012年 | 150篇 |
2011年 | 155篇 |
2010年 | 132篇 |
2009年 | 126篇 |
2008年 | 155篇 |
2007年 | 147篇 |
2006年 | 114篇 |
2005年 | 104篇 |
2004年 | 91篇 |
2003年 | 86篇 |
2002年 | 92篇 |
2001年 | 118篇 |
2000年 | 140篇 |
1999年 | 127篇 |
1998年 | 59篇 |
1997年 | 48篇 |
1996年 | 66篇 |
1995年 | 59篇 |
1994年 | 59篇 |
1993年 | 53篇 |
1992年 | 109篇 |
1991年 | 94篇 |
1990年 | 85篇 |
1989年 | 116篇 |
1988年 | 77篇 |
1987年 | 74篇 |
1986年 | 78篇 |
1985年 | 96篇 |
1984年 | 70篇 |
1983年 | 73篇 |
1982年 | 75篇 |
1981年 | 58篇 |
1980年 | 66篇 |
1979年 | 73篇 |
1978年 | 74篇 |
1977年 | 57篇 |
1976年 | 62篇 |
1974年 | 47篇 |
1973年 | 43篇 |
1969年 | 41篇 |
排序方式: 共有6579条查询结果,搜索用时 287 毫秒
121.
Social cohesion and integration: learning active citizenship 总被引:1,自引:0,他引:1
This article starts from a conceptual clarification of the notions social integration and social cohesion as a prerequisite for the reorientation of citizenship education. Turning away from uncritically reproduced assumptions represented in mainstream ‘deficiency discourse’, the article first focuses on sociological conditions for the rise of active citizenship and its role in the revitalization of the public sphere. Next a number of educational objectives are deduced from competencies needed and learning processes taking place in practices of active citizenship. Finally, the article argues for the adoption of a lifelong learning perspective, relating formal citizenship education to informal and non‐formal experiences of active citizenship. 相似文献
122.
The study examined the views of deaf and hard of hearing secondary-level students when asked about their preferences for deaf vs. hearing teachers. It also compared elementary- and secondary-level students' achievement scores based on the hearing status of their teachers. Deaf and hard of hearing secondary-level students showed greater preference for deaf teachers, with deaf students showing greater preference for deaf teachers than hard of hearing students did. No significant differences were found in the achievement levels of students based on differences in teacher hearing status. The study supports the limited research done in the past. 相似文献
123.
124.
Ryan T. Knowles 《教育心理学》2020,40(2):167-185
AbstractThis quantitative study tests the relationship between ideological classroom composition and perceptions of open classroom climate. Using data from the 2016 International Education Association’s International Civic and Citizenship Study, the study uses latent class analysis and multilevel regression modelling across five countries. First, latent class analysis identified students as low or high socioeconomic status. To assess ideological polarization, the gap between support for gender equality and ethnic rights was calculated between groups. Finally, a multilevel regression model measured the relationship between ideological polarization and students’ perception of open classroom climate. Across three countries, results found negative associations between increased polarization and perception of an open classroom climate. Additional testing identified that polarization modified the relationship between student socioeconomic status and perceptions of open classroom climate in Croatia. 相似文献
125.
126.
H. T. G. Van den Hurk A. A. M. Houtveen W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249
The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction. 相似文献
127.
The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination. 相似文献
128.
129.
130.