全文获取类型
收费全文 | 638篇 |
免费 | 8篇 |
专业分类
教育 | 507篇 |
科学研究 | 20篇 |
各国文化 | 7篇 |
体育 | 41篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 63篇 |
出版年
2021年 | 6篇 |
2020年 | 8篇 |
2019年 | 32篇 |
2018年 | 21篇 |
2017年 | 21篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 18篇 |
2013年 | 149篇 |
2012年 | 16篇 |
2011年 | 26篇 |
2010年 | 12篇 |
2009年 | 9篇 |
2008年 | 17篇 |
2007年 | 18篇 |
2006年 | 18篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 2篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 7篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 10篇 |
1993年 | 13篇 |
1992年 | 5篇 |
1991年 | 16篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1985年 | 11篇 |
1984年 | 5篇 |
1983年 | 7篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1972年 | 2篇 |
排序方式: 共有646条查询结果,搜索用时 0 毫秒
91.
This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy. 相似文献
92.
93.
94.
The interrupted learner: How distractions during live and video lectures influence learning outcomes 下载免费PDF全文
Andrew H. Zureick Jesse Burk‐Rafel Joel A. Purkiss Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists. 相似文献
95.
ABSTRACT This paper seeks to examine the parallels between many aspects of conductive education and the conceptual framework of Feuerstein's theory of mediated learning. Conductive education is not a treatment administered to remedy some pathology, as is the case with many therapies, but rather a system of education aimed at developing the whole individual. How this process is achieved may be enlightened by reference to Feuerstein's model of mediated learning experience (MLE). Two key aspects of Feuerstein's theory are examined: first, structural cognitive modifiability (SCM), which maintains that every individual's cognitive structures are capable of modifiability, despite barriers of retardation ‐ very much in line with modern neuroscience and its model of the brain as a plastic and adaptable system; and secondly, mediation (MLE), which is the process whereby a more initiated individual acts as a mediator between culture and child and thereby directs the child into preparing an adequate response. A detailed examination with exemplars is then undertaken into the mediation of many different aspects of development, including the three essential mediation processes of intentionality and reciprocity, transcendence and meaning. Finally, the implications of Feuerstein's theory for models of research and evaluation are considered, particularly the need for more qualitative and interactional approaches which maintain ecological validity. 相似文献
96.
PAPERS IN RHETORIC AND POETIC. Edited by Donald C. Bryant. Iowa City: University of Iowa Press, 1965; pp. vii+96. $2.95; paper $1.95. 相似文献
97.
Joel Spring 《教育政策杂志》2013,28(5):45-55
This essay discusses the importance of the relationship between power and knowledge for research into the politics of education. Based on this discussion, the author proposes research questions regarding the poor, effective schools, restructuring, and the influence of business on schools. Of particular concern is the effect of the relationship between power and knowledge on the education of children from poor families, and dominated racial and ethnic groups. In addition, the essay suggests an interrelationship between the political and economic interests of educational researchers and the types of research questions that they ask. 相似文献
98.
Richard E. West 《Educational technology research and development : ETR & D》2009,57(3):315-332
The twenty-first century economy often requires the innovative production of conceptual and physical artifacts. These innovations
frequently are developed collaboratively within communities of workers. Previous theories about the nature of work and learning
within communities have emphasized shared meaning or shared practice, but now shared innovation is required. In this paper,
I describe the development of a model for conceptualizing and studying shared innovation within communities. This model was
created from merging elements of social learning and creativity/innovation theories. I explain that at an intersection of
these two domains is a unique kind of social structure, called a Community of Innovation, or COI. I conclude by describing
the characteristics of a COI and its implications for design and research.
相似文献
Richard E. WestEmail: |
99.
The study tested phonemic awareness in the two languages of Russian (L1)–Hebrew (L2) sequential bilingual children (N = 20) using phoneme deletion tasks where the phoneme to be deleted occurred word initial, word final, as a singleton, or part of a cluster, in long and short words and stressed and unstressed syllables. The experiments were designed to test the effect of four linguistic factors on children’s phoneme deletion: phoneme position (initial, final), linguistic context (singleton, cluster), word length and stress. The results indicated that word length and stress confirmed previous findings in other languages demonstrating the universal validity of these factors. However, phoneme position and linguistic context gave rise to novel findings in the languages studied and provided evidence for language-specific effects on phonemic awareness reflecting onset-rime versus body-coda syllable structure differences. The results are discussed within the framework of universal versus language-specific constraints on phonemic awareness performance in different languages. 相似文献
100.
Jamie L. Jensen Emily A. Holt Jacob B. Sowards T. Heath Ogden Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested. 相似文献