全文获取类型
收费全文 | 342篇 |
免费 | 4篇 |
专业分类
教育 | 263篇 |
科学研究 | 29篇 |
各国文化 | 1篇 |
体育 | 25篇 |
文化理论 | 1篇 |
信息传播 | 27篇 |
出版年
2021年 | 5篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 12篇 |
2017年 | 19篇 |
2016年 | 9篇 |
2015年 | 15篇 |
2014年 | 4篇 |
2013年 | 77篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1988年 | 7篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1973年 | 1篇 |
1970年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1931年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有346条查询结果,搜索用时 31 毫秒
71.
Questions of (re)production and legitimation: A second screening of three films on teacher-student relations 总被引:1,自引:0,他引:1
This study considers three Hollywood films that take, as their subject, a teacher-hero confronted with a 'problem' group of students and, as their narrative, the rehabilitation of these students and the resolution of their problems. Employing a Bourdieuian analysis, we attempt a second screening of these films on two levels: first, by stepping inside these celluloid classrooms, so to speak, and narrating a different text, one that is spoken from the position of students and which challenges each film's portrayal of good people achieving fine things; and secondly, by screening for gaps in their accounts of schooling, exposing their limited frames of reference and their legitimacy to speak on behalf of authentic classrooms. The first of these projects is undertaken as a way of challenging teachers and interested others to be wary of uncritical readings of popular images of teaching, whereas the second provides a beginning from which to consider how teachers' pedagogy and school curricula can be informed by a radical democratic view of education - how teachers might embrace the foreign. 相似文献
72.
In this paper we problematise the notion of authority as it appears in discourse relating to school discipline. The account of authority that dominates is narrow and restricted, and the term is sometimes used as a synonym for control. This prohibits full consideration of the range of relationships in which authority manifests itself. We draw on sociological and philosophical literature, and argue that a multi-dimensional concept of authority may offer a more nuanced framework for theorising student–teacher relationships in schools. We consider how each of the forms of authority outlined by Wrong (2002)—coercive, legitimate, competent, personal and authority by inducement—may have some application to the classroom setting. In particular we explore the concept of ‘personal authority' and its potential to enhance understanding of the contested and under-theorised concept of authority. We begin by exploring ways in which the current policy context presents challenges to particular forms of authority. 相似文献
73.
Glyneva Bradley-Ridout Erica Nekolaichuk Trevor Jamieson Claire Jones Natalie Morson Rita Chuang Elena Springall 《Journal of the Medical Library Association》2021,109(3):382
Objective:To compare the accuracy, time to answer, user confidence, and user satisfaction between UpToDate and DynaMed (formerly DynaMed Plus), which are two popular point-of-care information tools.Methods:A crossover study was conducted with medical residents in obstetrics and gynecology and family medicine at the University of Toronto in order to compare the speed and accuracy with which they retrieved answers to clinical questions using UpToDate and DynaMed. Experiments took place between February 2017 and December 2019. Following a short tutorial on how to use each tool and completion of a background survey, participants attempted to find answers to two clinical questions in each tool. Time to answer each question, the chosen answer, confidence score, and satisfaction score were recorded for each clinical question.Results:A total of 57 residents took part in the experiment, including 32 from family medicine and 25 from obstetrics and gynecology. Accuracy in clinical answers was equal between UpToDate (average 1.35 out of 2) and DynaMed (average 1.36 out of 2). However, time to answer was 2.5 minutes faster in UpToDate compared to DynaMed. Participants were also more confident and satisfied with their answers in UpToDate compared to DynaMed.Conclusions:Despite a preference for UpToDate and a higher confidence in responses, the accuracy of clinical answers in UpToDate was equal to those in DynaMed. Previous exposure to UpToDate likely played a major role in participants'' preferences. More research in this area is recommended. 相似文献
74.
Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary
education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995
(year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed
data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also
examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between
years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development
and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than
girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls
showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed
increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study
supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement,
even though we used different measures of cognitive development and scholastic achievement. 相似文献
75.
The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery-Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. Since, at the three- and four-year level, the VMI was normed only on white suburban children, the results of this study seemed to indicate the need for norms for black children at the preschool level. Thus, the second part of this paper reports normative data for black preschool children on the VMI. 相似文献
76.
77.
Introduction 总被引:2,自引:0,他引:2
78.
79.
Trevor Smith 《Higher Education Quarterly》1985,39(3):242-248
80.
Trevor Habeshaw 《British journal of educational technology : journal of the Council for Educational Technology》1980,11(1):48-56
Bristol Polytechnic has run a formal in-service training course for new staff since 1973. During this period a number of changes have taken place in the philosophy and detail of the course which now has four broad components: 'assessment'; 'setting objectives'; 'learning activities, materials and methods'; and 'evaluation'.
The rationale for these changes is explained in terms of a reappraisal of the perceived needs of new members of staff, and the characteristics of the approach are outlined along with details of the programme.
A discussion section includes data from the interim and final evaluations of the programme by the course members.
In a series of appendices, examples of exercises and activities drawn from the four broad areas of the programme are reproduced. 相似文献
The rationale for these changes is explained in terms of a reappraisal of the perceived needs of new members of staff, and the characteristics of the approach are outlined along with details of the programme.
A discussion section includes data from the interim and final evaluations of the programme by the course members.
In a series of appendices, examples of exercises and activities drawn from the four broad areas of the programme are reproduced. 相似文献