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61.
In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. 相似文献
62.
Tim McInerny 《中学生英语》2005,(26)
Since high school I have always wanted to study in a country other than my own. However my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy My advisor told me that I had been offered a scholarship to study at Central Washington Univers... 相似文献
63.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
Tim RowlandEmail: |
64.
65.
Tim Parke Rose Drury 《Early Years: An International Journal of Research and Development》2001,21(2):117-127
In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances. 相似文献
66.
Educational technology research and development - Open data has potential value as a material for use in learning activities. However, approaches to harnessing this are not well understood or in... 相似文献
67.
Planning education and training in the developing countries 总被引:1,自引:0,他引:1
János Timár 《Prospects》1976,6(2):231-239
68.
Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to. 相似文献
69.
70.
Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives. 相似文献