全文获取类型
收费全文 | 525篇 |
免费 | 15篇 |
专业分类
教育 | 442篇 |
科学研究 | 15篇 |
各国文化 | 6篇 |
体育 | 46篇 |
文化理论 | 2篇 |
信息传播 | 29篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 22篇 |
2019年 | 37篇 |
2018年 | 29篇 |
2017年 | 32篇 |
2016年 | 29篇 |
2015年 | 21篇 |
2014年 | 18篇 |
2013年 | 85篇 |
2012年 | 25篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 15篇 |
2008年 | 18篇 |
2007年 | 17篇 |
2006年 | 10篇 |
2005年 | 11篇 |
2004年 | 10篇 |
2003年 | 5篇 |
2002年 | 15篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 9篇 |
1998年 | 2篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1987年 | 3篇 |
1984年 | 2篇 |
1982年 | 5篇 |
1980年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1969年 | 3篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1945年 | 1篇 |
1882年 | 1篇 |
1880年 | 1篇 |
1877年 | 1篇 |
排序方式: 共有540条查询结果,搜索用时 0 毫秒
91.
This article emerges from a recent review of evidence, conducted by the authors and others, on the lifelong barriers to widening participation in higher education in England. This has led us to a consideration of the quality and relevance of the research activity in this large field of endeavour, and to the creation of a typology of the kinds of widespread problems we then encountered. These include pseudo‐research, poor quality reporting of research, deficiencies in datasets, analytical errors, a lack of suitable comparators, obfuscation, a lack of scepticism in general, and the regular misattribution of causal links in particular. The article discusses each of these, and illustrates them using generally high‐profile research studies and publications. We found a substantial proportion of non‐empirical pieces. Of the remainder, we found a substantial proportion that did not report sufficiently well their methods or their findings. Of the remainder that were empirical and did explain their methods and findings sufficiently, we found a substantial proportion in which the findings could not support the conclusions drawn from them. The article ends with a plea for a great deal more ‘learning’ and openness to new ideas among those engaged, lifelong, in researching lifelong learning. 相似文献
92.
Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
93.
Framed in Michele Foucault's theories of discipline and technologies of the self, this paper explores the possibilities for teaching and researching across disciplinary boundaries within the academy. In Foucault's studies of systems of thought, he conceptualized practices – like sexuality – to be instances of what is possible to be, think, and do within a historical moment. In the ethnographic study reported on in this paper, we examined perceptions and practices of discipline-based academics seeking to work across traditional scholarly boundaries as instances of what was possible to be, think, and do in transdisciplinary teaching and research in higher education. Connecting transdisciplinary knowledge production with possibilities for critically engaging with sustainability as a social movement and imperative, we identify questions about and the promise of higher education as a place where this work can be done. 相似文献
94.
Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's intrinsic reading motivation was predicted by their reading skill, reading self-concept, and personality characteristics. Two hundred and ninety five children (aged 10–11) completed questionnaires measuring reading motivation, reading self-concept, personality characteristics, and also completed a reading assessment. It was found that personality explained significant variance in intrinsic reading motivation after accounting for reading skill and reading self-concept. Furthermore, personality factors accounted for similar amounts of variance in intrinsic reading motivation as reading self-concept and skill. The implications for improving children's motivation to read are discussed, in addition to the importance of tailoring educational and motivational strategies to individuals. 相似文献
95.
Kenneth Tobin George Dawson 《Educational technology research and development : ETR & D》1992,40(1):81-92
Curriculum reform efforts usually have ignored the culture in which curriculum is embedded. Principal components of the culture are the knowledge of teachers and the myths of this culture. Images, metaphors, and metonymies are forms of teacher knowledge that influence the manner in which teachers define their roles and implement the curriculum. Unless endeavors are made to facilitate teacher learning through the construction of new images, metaphors, and metonymies, it is unlikely that curricular reform will proceed in the intended manner. Similarly, the myths that define the customs and taboos of a culture need to be considered by instructional designers if their curricular resources are to be used as intended. The myths ofteacher as controller of students andobjectivism together might persuade teachers to adhere to the more traditional approach whereby knowledge is transferred to students in teacher-controlled activities.This article describes theScience Vision series, a hypermedia system developed in response to a clear need for additional resources to educate teachers concerning alternative myths and their use in relation to utilizing resources. 相似文献
96.
Henry Tobin A. W. Logue John J. Chelonis Kimberly T. Ackerman Jack G. May 《Learning & behavior》1996,24(2):168-174
Two experiments tested two cynomolgus monkeys’ self-control—choice of a longer, more delayed reinforcer over a shorter, less delayed reinforcer. In Experiment 1, subjects exhibited significant selfcontrol in a procedure in which reinforcer amounts and delays were held constant throughout a condition. In Experiment 2, subjects exhibited significantly greater sensitivity to variation in reinforcer amount than to variation in reinforcer delay in a procedure in which the reinforcer delay associated with the self-control alternative was adjusted until each macaque was indifferent between the two alternatives. Both experiments indicated that, in laboratory paradigms in which humans show self-control and pigeons and rats show impulsiveness, macaques show self-control. These results are inconsistent with the hypothesis that species differences in self-control are a function of language ability or of specific types of prior training. The results are consistent with the hypothesis that species differences in self-control are related to the ratio of brain size to body weight (a possible indicator of general cognitive ability) or to shared phylogeny. 相似文献
97.
Alberto Bellocchi Stephen M. Ritchie Kenneth Tobin Maryam Sandhu Satwant Sandhu 《Cultural Studies of Science Education》2013,8(3):529-552
Classroom emotional climates (ECs) are interrelated with students’ engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC. 相似文献
98.
99.
100.
Jackie Masterson Veronica Laxon Emma Carnegie Sheila Wright Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201
Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability. 相似文献