全文获取类型
收费全文 | 1018篇 |
免费 | 15篇 |
专业分类
教育 | 826篇 |
科学研究 | 20篇 |
各国文化 | 4篇 |
体育 | 102篇 |
文化理论 | 13篇 |
信息传播 | 68篇 |
出版年
2024年 | 2篇 |
2023年 | 11篇 |
2022年 | 13篇 |
2021年 | 19篇 |
2020年 | 35篇 |
2019年 | 53篇 |
2018年 | 92篇 |
2017年 | 75篇 |
2016年 | 69篇 |
2015年 | 37篇 |
2014年 | 63篇 |
2013年 | 213篇 |
2012年 | 23篇 |
2011年 | 18篇 |
2010年 | 39篇 |
2009年 | 26篇 |
2008年 | 25篇 |
2007年 | 21篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 18篇 |
2003年 | 11篇 |
2002年 | 4篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 14篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1918年 | 1篇 |
1904年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有1033条查询结果,搜索用时 15 毫秒
41.
Recently, there has been a trend towards adding a multidisciplinary or multicultural element to traditional monodisciplinary project courses in computing and engineering. In this article, we examine the implications of multidisciplinarity for students' learning experiences during a one-semester project course for real customers. We use a qualitative research approach and base our analysis on students' learning reports on three instances of a project course titled Multidisciplinary working life project. The main contribution of this article is the unified theoretical picture of the learning mechanisms stemming from multidisciplinarity. Our main conclusions are that (1) students generally have a positive view of multidisciplinarity; (2) multidisciplinary teams enable students to better identify their own expertise, which leads to increased occupational identity; and (3) learning experiences are not fixed, as team spirit and student attitude play an important role in how students react to challenging situations arising from introduction of the multidisciplinarity. 相似文献
42.
Tertiary Education and Management - In this paper, I shall put forward a model which highlights key issues to be taken into account in an attempt to improve academic excellence by the means of... 相似文献
43.
Eeva Pyörälä Laura Hirsto Auli Toom Liisa Myyry Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162
The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality. 相似文献
44.
45.
46.
Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in... 相似文献
47.
Helena Roos Linda Fälth Lena Karlsson Camilla Nilvius Heidi Selenius Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322
This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence. 相似文献
48.
49.
Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402
This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes. 相似文献
50.
Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research
Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action research, as an in-service professional development strategy, can be an ideal means of empowering teachers to collaboratively reflect on and improve their pedagogy to be more inclusive. Drawing from collaborative action research projects conducted by teachers in two primary schools in Zanzibar, Tanzania, this article explores the role of collaborative action research in developing the capacity of teachers to inform improvements in their pedagogical practices. The findings show how the participating teachers, with scaffolding influence from a critical friend (research facilitator), developed professionally along their zones of proximal development by promoting their pedagogical and research skills to enhance the presence, participation and achievement of all learners in their schools. Based on the findings, the article shows both the advantages and disadvantages of using collaborative action research in teacher professional development in the study context. The article also discusses the significance of organisational learning in in-service professional development in order to foster inclusive pedagogy through collaborative inquiry among teachers. 相似文献