全文获取类型
收费全文 | 696篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 491篇 |
科学研究 | 29篇 |
各国文化 | 5篇 |
体育 | 101篇 |
文化理论 | 7篇 |
信息传播 | 75篇 |
出版年
2023年 | 4篇 |
2022年 | 12篇 |
2021年 | 16篇 |
2020年 | 17篇 |
2019年 | 44篇 |
2018年 | 48篇 |
2017年 | 49篇 |
2016年 | 49篇 |
2015年 | 30篇 |
2014年 | 22篇 |
2013年 | 160篇 |
2012年 | 18篇 |
2011年 | 11篇 |
2010年 | 14篇 |
2009年 | 16篇 |
2008年 | 10篇 |
2007年 | 16篇 |
2006年 | 5篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 3篇 |
1999年 | 8篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 10篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1984年 | 5篇 |
1982年 | 3篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1971年 | 2篇 |
1968年 | 2篇 |
1966年 | 3篇 |
1927年 | 2篇 |
1919年 | 1篇 |
1905年 | 1篇 |
1866年 | 1篇 |
1862年 | 1篇 |
排序方式: 共有708条查询结果,搜索用时 15 毫秒
51.
52.
53.
This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed. 相似文献
54.
The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR. 相似文献
55.
The expansion in the number of people entering higher education has resulted in a substantial increase in the proportion of students enrolling in nontraditional modes, such as part-time study. This study examined the question of whether part-time study curtails the development of the types of intellectual capabilities needed for a knowledge-based economy, because the students would have markedly less exposure to a stimulating campus environment than their full-time counterparts. Graduates from discrete full- and part-time programs from 1 university in Hong Kong completed a survey seeking perceptions of the nurturing of a range of capabilities, together with measures of teacher-student relationships and type of teaching experienced. Two hypotheses were tested by structural equation modeling: (a) the same mechanism for capability development operated for full- and part-time modes and (b) the principal element of the mechanism was the nature of teaching and the quality of teacher-student interaction. Hypothesis 1 was supported because configural invariance between hypothesized models for capability development between the 2 modes was found. Hypothesis 2 was also supported because the models showed that the principal influence on capability development came from teaching for understanding, through promoting active learning experiences and the degree and quality of teacher-student interaction. 相似文献
56.
Terese Stenfors-Hayes Maria Weurlander Lars Owe Dahlgren Håkan Hult 《Teaching in Higher Education》2013,18(4):399-408
This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs. 相似文献
57.
Christie Kodama Beth St. Jean Mega Subramaniam Natalie Greene Taylor 《Information Retrieval》2017,20(5):403-432
Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths’ conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth after-school program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths’ conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them. 相似文献
58.
Ralf St. Clair 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,40(1):565-579
The aim of this article is to make initial suggestions as to how certain aspects of adult literacy and numeracy education
would benefit from research resources. The author identifies several issues affecting literacy research, such as limited research
capacity and lack of a shared international forum. He then discusses four aspects in more detail: models of literacy, the
benefits of literacy education, instructional practices, and the effects of diverse settings for practice. In all of these
areas, he argues, it is important that attention is paid to the distinction between research about and research in literacy and numeracy education, as these two types of research serve different purposes using different strategies. The
article closes with a call for more reliable research-based information in order to inform and enrich the professional judgement
of educators. 相似文献
59.
60.