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971.
Cedric Goossens Angelo Van Gorp 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):467-484
AbstractSince the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child. 相似文献
972.
Content analyses of computer databases parsed into notes or ideas do not shed adequate light on the role of collaboration and the Computer-Supported Collaborative Learning environment in knowledge building; analysis of what is happening in the classroom and how students interpret that is also needed. This study used ethnographic methods to explore activity theory as an analytic framework for knowledge building, drawing from a class of Grade 4 students’ contributions to online and face-to-face discourse over a period of five months, as well as end-of-year interviews with the students. The analysis focuses on four issues: community; rules; mediating artefacts; and division of labour. The findings indicate how understanding such issues can lead to better understanding of collaboration and of the role of the online environment. The use of activity theory as a framework for improving pedagogy aimed at knowledge building is also outlined. 相似文献
973.
Barbara A. Van Amerom 《Educational Studies in Mathematics》2003,54(1):63-75
In early algebra students often struggle with equation solving. Modeled on Streefland's studies of students' own productions
a prototype pre-algebra learning strand was designed which takes students' informal (arithmetical) strategies as a starting
point for solving equations. In order to make available the skills and tools needed for manipulating equations, the students
are stimulated and guided to develop suitable algebraic language, notations and reasoning. One of the results of the study
is that reasoning and symbolizing appear to develop as independent capabilities. For instance,students in grades 6 and 7 can
solve equations at both a formal and an informal level, but formal symbolizing has been found to be a major obstacle.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
974.
Miranda Thys Lieven Verschaffel Wim Van Dooren Ferre Laevers 《Studies in Science Education》2016,52(1):1-27
This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up analysis of the aspects measured by the retrieved instruments and their operationalisation. We distinguish 11 components. The most frequently evaluated components are prior knowledge and backgrounds, connection with reality, science as inquiry and level of initiative and group work. Overall, the results suggest a considerable diversity in the operationalisation of the components found. Particularly, for connection with reality, science as inquiry and level of initiative and group work, this is related to (1) the object of measurement (e.g. variety in aspects evaluated) and (2) the extent to which the used concepts are clarified. Consequently, some scales, items and questions were found to be a closer fit with aspects of project-based learning environments than others. Additionally, most of the retrieved instruments cover science and not technology or project-based education. This review can be used when searching for a scale, item or question to measure particular aspects of S&T learning environments. 相似文献
975.
Genesis D. Arizmendi Jui‐Teng Li M. Lee Van Horn Stefania D. Petcu H. Lee Swanson 《Learning disabilities research & practice》2021,36(1):56-75
This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed. 相似文献
976.
977.
The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow up study was conducted by using multiple informants. The group of children with autism was compared with a group of children having other diagnoses but attending the same school. Results showed that teachers’ and parents’ perceptions about children’s symptomatology development differed significantly. Even though teachers reported a significant symptom reduction of ASD symptoms after two years of school attendance the parents of the same children did not. Furthermore, it was found that both groups of children had gains in different aspects of school-based cognitive skills; however, no association was found between symptom reduction and academic growth of the children. Implications of the study are discussed. 相似文献
978.
979.
Jan Vannoppen Chris Claes Guido Van Huylenbroeck Wim Verbeke 《The Journal of Agricultural Education and Extension》2013,19(2):47-62
Abstract Consumer concerns about food safety have been steadily growing during the last decade. Along with the recognition of the increasing power from the consumer side of food chains, this has forced agricultural producers to innovate and adapt their production methods. One of those innovations is integrated fruit production (IFP) aiming at providing consumers with specific quality products. The focus in this paper is on the establishment and impact of socio-technical networks that close existing gaps between the consumers' world and the one of producers. Specific attention is paid to the role of extension services and product champions as mediators. The theoretical framework comprises elements of the actor-network theory and economic conventions theory. It is shown that the interaction between the consumers' world and the producers' world results from a mediated interactive process that clearly influences the socially constructed technology. Relevant input from consumers, as well as adequate policy measures are urgently needed in order to realise a successful development of quality networks for fresh food. 相似文献
980.