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排序方式: 共有92条查询结果,搜索用时 15 毫秒
71.
Examining scholarship in China’s academe: an exploratory study 总被引:1,自引:0,他引:1
We selected five Chinese university-based journals and five Western university-based journals to examine the extent of contributions
by editorial board members and faculty from the universities in which the journals are published over a 6-year period from
2001 to 2006. A disproportionate contribution of faculty papers was from editorial board members in the Chinese university-based
journals and faculty in the universities the journals are affiliated to. We speculate that this could be attributed to various
reasons, including issues of protectionism, academic accountability, and the social capital of guanxi in the specific context of China. We suggest that editorial review boards of university-based journals in China may need
to re-examine professional roles, responsibilities and ethics that may require new thinking on scholarship in higher education. 相似文献
72.
Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready for or even resist changes amid new challenges and paradigm changes. This case study highlights the role of emotionality as a key factor for successful teacher change by proposing a local adaptation of the classic model, while pointing out that a combined mode of support inclusive of collective lesson preparation and teaching demonstrations/practical sessions in professional development programs is a key element that helps facilitate teachers’ change and provides teachers with experiential learning opportunities and enhanced confidence, leading to their voluntary adoption of the approach and gradual change in their beliefs and attitudes after witnessing the feasibility and effectiveness of the newly introduced concepts. 相似文献
73.
Maureen Tam 《Educational gerontology》2013,39(11):724-731
ABSTRACTFacing the challenges of a fast-growing ageing population – amidst the worldwide trends of declining birth rates and longer lifespans – the Hong Kong government has since two decades ago developed and implemented policies and plans for senior adults in Hong Kong to engage in third age learning, both formally and informally. This paper first argues for a critical need to evaluate the efficacy, adequacy and value of the policy and provision of third age learning in Hong Kong. It then discusses the choice between the functionalist approach and the critical educational gerontology (CEG) approach for a critical evaluation of the content and purpose of education for older adults. In this paper, CEG is conceived to be more comprehensive and robust than the functionalist approach that focuses primarily on learning for self-fulfillment and adjustment to older age. More broadly though, CEG views third age learning from a sociopolitical perspective and takes into account the empowering and liberating nature of learning for and by senior adults. 相似文献
74.
Henry Tam 《Pastoral Care in Education》2013,31(3):28-31
Though the term ‘PSE’ is used in most secondary schools, it refers to a wide variety of programmes and practices. This is in part inevitable but the situation has been exacerbated by PSE’s diverse origins and lack of clarity regarding its relationship to the National Curriculum. Having discussed the expectations of PSE in relation to social issues and the ‘anxieties, sensitivities and controversy’ that underlie this, the writer goes on to describe a piece of research which sought to survey a number of aspects of PSE nationally. The picture of existing practice, issues and problems of PSE in secondary schools is an illuminating one and provides a clear picture of current practice. 相似文献
75.
Angela Choi Fung Tam 《Teachers and Teaching》2013,19(1):22-43
This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development. 相似文献
76.
77.
Maureen Tam Gillian Boulton-Lewis Laurie Buys Ernest Chui 《Educational gerontology》2017,43(8):393-403
This article is an overview and summary of the findings from a General Research Fund project funded (2012–2014) by the Research Grants Council of the University Grants Committee of Hong Kong to investigate cross cultural understanding of ageing and learning by seniors in Hong Kong and Australia. Results have been published separately in Boulton-Lewis, & Buys (2015), Boulton-Lewis, Aird, & Buys (2016), Boulton-Lewis, Tam, Buys, & Chui (2016), Tam (2016), Tam & Chui (2016) and Tam, Aird, Boulton-Lewis & Buys (2016). These articles have dealt separately and variously with either a qualitative or quantitative analysis of learning choices in Australia, structural barriers to learning in Australia, a comparison of views of and ageing and learning in both cultures, Chinese views of later life learning, the meaning of ageing and learning to Chinese elders and an analysis and comparison of results in both places. The focus of this article is a summative discussion based mainly on the quantitative and qualitative analyses of the main themes of ageing and learning. It intends to provide an overview of the findings in some of the publications above. Other details can be found in the publications listed. 相似文献
78.
Dora W. Chen Greta G. Fein Melanie Killen Hak-Ping. Tam 《Early education and development》2001,12(4):523-544
This study examined 2-, 3-, and 4-year-olds' peer conflicts in the naturalistic classroom setting during free-play time. 400 preschoolers from 25 classrooms were videotaped. Only the first conflict event generated by each target-child observation was included in the analysis. Of the 400 target-child observations, 322 generated a conflict event. In general, there was a shift in the issues of conflict from tangible material concerns to those that were more mental and social. 2-year-olds had a higher proportion of distribution of resources conflicts than did 3- and 4-year-olds. Conflicts about play and ideas significantly increased with age while those stemming from physical harm were low overall. Further, child-generated resolutions increased while insistence decreased significantly with age. What changes with development appears to be the issues of conflict and the way they are handled; not the incidence of conflict per se. These findings support the proposal that conflicts are natural contexts in which children develop socially, morally and cognitively. Implications for teaching are discussed. 相似文献
79.
Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children’s acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children’s acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties. 相似文献
80.
Dora M.Y. Tam Anh Brown Eva Paz Rachel Birnbaum Siu Ming Kwok 《Journal of Teaching in Social Work》2018,38(4):398-416
ABSTRACTThis article examines the challenges faced by social work field instructors in two Canadian provinces. The results are based on the responses from 239 field instructors to a questionnaire survey. Findings highlight student difficulties, administrative issues with the social work schools, and practicum setting challenges. These demands hinder the optimal implementation of social work field education, reveal the concerning gatekeeping role of schools of social work, and discourage some social workers from taking on (or continuing) as field instructors. Implications for social work student placements, supervision of students, academic programs, and directions for future research are presented. 相似文献