全文获取类型
收费全文 | 2350篇 |
免费 | 27篇 |
专业分类
教育 | 1747篇 |
科学研究 | 153篇 |
各国文化 | 21篇 |
体育 | 271篇 |
综合类 | 2篇 |
文化理论 | 36篇 |
信息传播 | 147篇 |
出版年
2023年 | 22篇 |
2022年 | 45篇 |
2021年 | 56篇 |
2020年 | 98篇 |
2019年 | 159篇 |
2018年 | 185篇 |
2017年 | 182篇 |
2016年 | 164篇 |
2015年 | 123篇 |
2014年 | 109篇 |
2013年 | 494篇 |
2012年 | 86篇 |
2011年 | 69篇 |
2010年 | 47篇 |
2009年 | 50篇 |
2008年 | 48篇 |
2007年 | 44篇 |
2006年 | 34篇 |
2005年 | 36篇 |
2004年 | 28篇 |
2003年 | 32篇 |
2002年 | 22篇 |
2001年 | 19篇 |
2000年 | 11篇 |
1999年 | 11篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1996年 | 16篇 |
1995年 | 13篇 |
1994年 | 14篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1965年 | 3篇 |
排序方式: 共有2377条查询结果,搜索用时 15 毫秒
21.
Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,... 相似文献
22.
Mario F. Letelier José A. Herrera Andrea M. Canales Rosario Carrasco Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286
Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work. 相似文献
23.
24.
25.
26.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献
27.
Marcia Eugenio-Gozalbo Raquel Pérez-López Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255
ABSTRACTThe presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. 相似文献
28.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
29.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
30.
Elba Ramos López 《Prospects》1989,19(1):49-55
Previously University Director of Student Welfare and Students' Concerns at that university. Has also worked as Vocational Counsellor and teacher at several universities in Peru. Is interested in psychological research and in vocational and psychological guidance. 相似文献