全文获取类型
收费全文 | 17182篇 |
免费 | 165篇 |
国内免费 | 17篇 |
专业分类
教育 | 11556篇 |
科学研究 | 2484篇 |
各国文化 | 174篇 |
体育 | 1272篇 |
综合类 | 9篇 |
文化理论 | 178篇 |
信息传播 | 1691篇 |
出版年
2021年 | 163篇 |
2020年 | 287篇 |
2019年 | 412篇 |
2018年 | 484篇 |
2017年 | 502篇 |
2016年 | 439篇 |
2015年 | 290篇 |
2014年 | 376篇 |
2013年 | 3237篇 |
2012年 | 397篇 |
2011年 | 391篇 |
2010年 | 332篇 |
2009年 | 314篇 |
2008年 | 348篇 |
2007年 | 340篇 |
2006年 | 292篇 |
2005年 | 301篇 |
2004年 | 267篇 |
2003年 | 266篇 |
2002年 | 254篇 |
2001年 | 270篇 |
2000年 | 280篇 |
1999年 | 223篇 |
1998年 | 147篇 |
1997年 | 175篇 |
1996年 | 197篇 |
1995年 | 139篇 |
1994年 | 167篇 |
1993年 | 154篇 |
1992年 | 210篇 |
1991年 | 197篇 |
1990年 | 206篇 |
1989年 | 212篇 |
1988年 | 178篇 |
1987年 | 160篇 |
1986年 | 209篇 |
1985年 | 212篇 |
1984年 | 184篇 |
1983年 | 185篇 |
1982年 | 163篇 |
1981年 | 134篇 |
1980年 | 141篇 |
1979年 | 181篇 |
1978年 | 164篇 |
1977年 | 130篇 |
1976年 | 126篇 |
1975年 | 97篇 |
1974年 | 121篇 |
1973年 | 102篇 |
1971年 | 116篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
981.
The research literature on educational constructivism is voluminous (see the Carmichael (1990) Pfundt & Duit (1994) and Driver et al. (1994b) bibliographies cited below). The research - in both the Piagetian and Alternative Conception traditions - covers children's learning, cognitive development, curriculum development, classroom practices, teacher education, and much else. There is a further enormous literature on constructivism in philosophy of science (see Leplin (1984) and Churchland & Hooker (1985)), and on constructivism in the sociology of science (see Brown (1984), McMullin (1988, 1992). In turn these latter literatures overlap with the ocean of writing on post-modernist theory of knowledge and cognition (see Gross & Levitt (1994)). The following references relate mostly to educational constructivism, and then, with some exceptions, to articles that address epistemological and philosophical matters in science education. Even so it is not an exhaustive list, but hopefully it will be useful for teachers and researchers in the field. The author welcomes additions or omissions being brought to his attention. 相似文献
982.
983.
Minerva - The universities of Oxford and Cambridge had developed different attitudes towards the award of honorary degrees through the early and middle decades of the twentieth century. Recently,... 相似文献
984.
985.
986.
Reconsidering the notion of distance in distance education 总被引:1,自引:1,他引:0
J. Michael Spector 《Distance Education》2009,30(1):157-161
987.
988.
Cristyne Hébert 《The Educational forum》2017,81(1):68-82
This article calls attention to the overreliance on research about the Performance Assessment for California Teachers (PACT)—often labeled edTPA's predecessor—as justification for the edTPA. The article argues that the distinctions between the assessments are too vast to rely on PACT data to support the edTPA, given the localized nature of PACT and the way in which it is scored. 相似文献
989.
990.
Michael Gallagher Jonathan Prior Martin Needham Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265
Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning. 相似文献