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51.
52.
在线反思性交互的评估 总被引:1,自引:0,他引:1
交互是在线学习的关键要素,同(异)步交互工具可拓展教学交互的深度与广度,而科学、有效的评估能促进交互。本在比较多种异步交互评估方法后,以建构主义学习理论为基础,引用Simmons的反思性思维评价量规,详尽地描述了反思性交互的激励式评估在案例中的实施过程。 相似文献
53.
Terry M. Wildman 《About Campus》2008,12(6):2-9
Campus recovery from the shootings at Virginia Tech in April has, in part, been supported by a process of community building launched at the institution years ago.Terry Wildman, director of the Center for Excellence in Undergraduate Teaching, explains. 相似文献
54.
IDENTITY AND SCHOOL HISTORY: THE PERSPECTIVE OF YOUNG PEOPLE FROM THE NETHERLANDS AND ENGLAND 总被引:2,自引:0,他引:2
ABSTRACT: The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools. 相似文献
55.
Terry Wrigley 《Journal of educational administration and history》2008,40(2):129-148
This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined. 相似文献
56.
Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc. 相似文献
57.
Terry D. Piper 《About Campus》2007,12(5):24-27
At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them. 相似文献
58.
Terry Stokes 《Journal of Higher Education Policy & Management》2016,38(2):229-231
59.
Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):549-566
A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved. 相似文献
60.
The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV+ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004. 相似文献