全文获取类型
收费全文 | 11545篇 |
免费 | 0篇 |
专业分类
教育 | 8892篇 |
科学研究 | 1226篇 |
体育 | 360篇 |
文化理论 | 387篇 |
信息传播 | 680篇 |
出版年
2023年 | 1篇 |
2021年 | 5篇 |
2020年 | 1篇 |
2019年 | 11篇 |
2018年 | 2176篇 |
2017年 | 2078篇 |
2016年 | 1570篇 |
2015年 | 110篇 |
2014年 | 118篇 |
2013年 | 80篇 |
2012年 | 215篇 |
2011年 | 690篇 |
2010年 | 832篇 |
2009年 | 429篇 |
2008年 | 640篇 |
2007年 | 1147篇 |
2006年 | 70篇 |
2005年 | 390篇 |
2004年 | 444篇 |
2003年 | 356篇 |
2002年 | 131篇 |
2001年 | 4篇 |
2000年 | 20篇 |
1997年 | 14篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1991年 | 8篇 |
1984年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
981.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
982.
Metacognition and Self-Regulation in James,Piaget, and Vygotsky 总被引:3,自引:3,他引:0
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
983.
984.
985.
D. Michael Malone 《Early Childhood Education Journal》2008,35(6):531-542
The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses
as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional
context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities,
products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits
and challenges of the method as it has been implemented will be presented. 相似文献
986.
We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning
of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the
cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe
practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s
learning. Finally, the role of journals in assessment is discussed. 相似文献
987.
Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2008,35(5):451-456
In the current age of academic rigor, standards and accountability, the fostering of caring relationships in the classroom
may not always be a priority. Expressing care for another person is a skill that can be taught and nurtured through a supportive
educational environment. Sociodrama encourages each of its participants to develop self-confidence and self-expression through
risk-taking and exploration in activities that explore real life personal feelings and situations. By using sociodrama as
a means for exploring issues in the classroom it is possible to celebrate participants’ individuality and to create caring
and nurturing relationships among educators and students. This article examines the research describing the benefits of including
sociodrama in the elementary curriculum. 相似文献
988.
Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38
This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s
social development and creation of a peer culture during the transitional months into public education. The main focus of
the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture
in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity
that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture
as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in
clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class. 相似文献
989.
990.