全文获取类型
收费全文 | 559篇 |
免费 | 15篇 |
专业分类
教育 | 459篇 |
科学研究 | 11篇 |
各国文化 | 5篇 |
体育 | 25篇 |
文化理论 | 6篇 |
信息传播 | 68篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 15篇 |
2018年 | 18篇 |
2017年 | 28篇 |
2016年 | 17篇 |
2015年 | 20篇 |
2014年 | 25篇 |
2013年 | 108篇 |
2012年 | 27篇 |
2011年 | 23篇 |
2010年 | 27篇 |
2009年 | 19篇 |
2008年 | 23篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 14篇 |
2004年 | 10篇 |
2003年 | 20篇 |
2002年 | 19篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有574条查询结果,搜索用时 15 毫秒
121.
122.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
123.
合作体验学习法(Tribes Learning Communities)是北美学校教育改革比较成功的一种尝试,打破传统的教师为中心的课堂管理模式,创造以学生为中心的课堂氛围,将课堂重心从教师教转到学生学。本文介绍几种在这样的教学指导思想下的教学策略框架,供课改中正在探索的老师们借鉴参考。 相似文献
124.
Wendy?PattonEmail author 《International Journal for Educational and Vocational Guidance》2005,5(2):217-227
In recent years significant international focus has highlighted the critical importance of managing life, learning and work in a constantly changing labour market. This changing world and the corresponding need for individuals to engage in repeated decision-making about learning and work has raised the importance of and necessity for the provision of career development services across the lifespan. This challenge is being addressed by many countries across the globe. Within this context, this paper discusses the initiatives enhancing the status of career service provision in Australia. 相似文献
125.
Renato Schibeci Judith MacCallum Wendy Cumming‐Potvin Cal Durrant Barry Kissane Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures. 相似文献
126.
Wendy Robinson 《History of education》2013,42(5):557-575
Each summer between 1922 and 1938, up to 500 elementary school teachers from across Britain, and some from overseas, joined together in London for a two-week residential vacation course. Organised by Evans’ Brothers Publishers and patronised by leading educationists, politicians and policy-makers, the City of London Vacation Course came to be regarded as an important annual educational institution and a cutting-edge exemplar of teacher professional development. In spite of this apparent fame, it appears to have been entirely overlooked in the history of teacher education. This paper seeks to recover the lost story of the City of London Vacation Course and documents its educational and professional focus and its social and cultural function. Locating it within a wider educational, economic and political climate, the paper also examines how the City of London Vacation Course somehow captured and embodied the promise of an emergent new professionalism for elementary teachers during that period. 相似文献
127.
128.
Wendy M. Yen 《Educational Measurement》1988,7(4):16-17
Phillips and Clarizio (1988) make a serious error In concluding that developmental standard score scales produce unrealistic expectations for growth of low-achieving students. The nature of their error is described in this response to their paper. 相似文献
129.
130.