全文获取类型
| 收费全文 | 1370篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 1125篇 |
| 科学研究 | 39篇 |
| 各国文化 | 22篇 |
| 体育 | 77篇 |
| 综合类 | 2篇 |
| 文化理论 | 6篇 |
| 信息传播 | 104篇 |
出版年
| 2023年 | 9篇 |
| 2022年 | 10篇 |
| 2021年 | 25篇 |
| 2020年 | 24篇 |
| 2019年 | 33篇 |
| 2018年 | 71篇 |
| 2017年 | 75篇 |
| 2016年 | 65篇 |
| 2015年 | 30篇 |
| 2014年 | 36篇 |
| 2013年 | 363篇 |
| 2012年 | 48篇 |
| 2011年 | 39篇 |
| 2010年 | 32篇 |
| 2009年 | 32篇 |
| 2008年 | 43篇 |
| 2007年 | 32篇 |
| 2006年 | 29篇 |
| 2005年 | 38篇 |
| 2004年 | 33篇 |
| 2003年 | 19篇 |
| 2002年 | 19篇 |
| 2001年 | 19篇 |
| 2000年 | 21篇 |
| 1999年 | 17篇 |
| 1998年 | 13篇 |
| 1997年 | 13篇 |
| 1996年 | 16篇 |
| 1995年 | 11篇 |
| 1994年 | 8篇 |
| 1993年 | 11篇 |
| 1992年 | 9篇 |
| 1991年 | 12篇 |
| 1990年 | 7篇 |
| 1989年 | 8篇 |
| 1988年 | 9篇 |
| 1987年 | 6篇 |
| 1986年 | 6篇 |
| 1984年 | 5篇 |
| 1983年 | 5篇 |
| 1982年 | 8篇 |
| 1981年 | 6篇 |
| 1980年 | 4篇 |
| 1979年 | 5篇 |
| 1978年 | 9篇 |
| 1977年 | 3篇 |
| 1975年 | 5篇 |
| 1972年 | 3篇 |
| 1971年 | 5篇 |
| 1967年 | 2篇 |
排序方式： 共有1375条查询结果，搜索用时 0 毫秒
41.
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic. 相似文献
42.
Robin L. Hojnoski Helen Lynn Columba Joy Polignano 《Early education and development》2014,25(4):469-492
Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development. 相似文献
43.
44.
Helen Lentell 《Open Learning》2013,28(2):183-190
This paper presents a case study of the nature of an online community that exists amongst students in a full‐time teacher education program delivered at a distance. Students differentiate between two principal areas of their community—learning and support—and appear to act differently in relation to those areas. The nature of those differences is explored through the students' words as a way of enriching understanding of the complex nature of online learning communities. 相似文献
45.
Helen Fallon 《New Review of Academic Librarianship》2013,19(1):7-25
While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers. 相似文献
46.
47.
Jenny Mant Helen Wilson David Coates 《International Journal of Science Education》2013,35(14):1707-1719
This paper reports research into the effect on 11‐year‐old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children's enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in thirty‐two English primary schools as part of a project “Conceptual Challenge in Primary Science”. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched‐school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2–17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability. 相似文献
48.
Helen Forbes‐Mewett Chris Nyland Sijun Shao 《International Studies in Sociology of Education》2013,23(4):355-373
Security is an integral component of the relationships that shape the lives of students hosted by foreign countries. International student security became a source of contention between nations in 2008 when China's Government charged that Australia was failing to adequately provide for the safety of Chinese students. We discuss Beck's theorisation of the ‘risk society’ and Clements' notion of balancing risk with opportunity. We draw on interviews undertaken in Beijing to highlight the importance of student security and the need for hosts to accord attention to the views of parents as well as students. Our findings reveal that parents play a major role in the study‐location decision, tend to accord security greater weight than do students when location is being debated within the family, utilise a range of strategies to keep students secure and believe host governments and institutions have primary responsibility for student well‐being. 相似文献
49.
Helen Penn 《International Journal of Inclusive Education》2013,17(1):101-114
There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund. 相似文献
50.
Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献