全文获取类型
收费全文 | 1601篇 |
免费 | 38篇 |
国内免费 | 2篇 |
专业分类
教育 | 1139篇 |
科学研究 | 118篇 |
各国文化 | 22篇 |
体育 | 145篇 |
综合类 | 4篇 |
文化理论 | 21篇 |
信息传播 | 192篇 |
出版年
2023年 | 5篇 |
2022年 | 11篇 |
2021年 | 26篇 |
2020年 | 51篇 |
2019年 | 52篇 |
2018年 | 80篇 |
2017年 | 105篇 |
2016年 | 78篇 |
2015年 | 51篇 |
2014年 | 53篇 |
2013年 | 340篇 |
2012年 | 47篇 |
2011年 | 33篇 |
2010年 | 32篇 |
2009年 | 42篇 |
2008年 | 48篇 |
2007年 | 56篇 |
2006年 | 35篇 |
2005年 | 35篇 |
2004年 | 31篇 |
2003年 | 33篇 |
2002年 | 27篇 |
2001年 | 23篇 |
2000年 | 19篇 |
1999年 | 11篇 |
1998年 | 10篇 |
1997年 | 8篇 |
1996年 | 19篇 |
1995年 | 14篇 |
1994年 | 13篇 |
1993年 | 16篇 |
1992年 | 23篇 |
1991年 | 21篇 |
1990年 | 17篇 |
1989年 | 12篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 10篇 |
1985年 | 14篇 |
1984年 | 6篇 |
1983年 | 10篇 |
1982年 | 14篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 11篇 |
1978年 | 8篇 |
1977年 | 15篇 |
1976年 | 7篇 |
1975年 | 10篇 |
1971年 | 4篇 |
排序方式: 共有1641条查询结果,搜索用时 15 毫秒
981.
The idea of a ‘third space’ located between academic and professional domains has proven useful in exploring changing academic and professional roles in higher education, including in online learning. However, the role of technology in accounts of third space activity remains under‐explored. Drawing on research into the introduction of Massive Open Online Courses (MOOCs) at three UK higher education institutions, it is argued that both social and technical factors must be considered to understand, plan for and manage the third space roles and structures which emerge in such initiatives. This study focuses on learning designers, confirming that they act as third space ‘blended professionals’ in the somewhat distinctive case of MOOC development. However, it also proposes the concept of a socio‐technical third space in which blended professionals act as hubs in a metaphorical network of activity, using social and technical means to shape their own roles and those of others. 相似文献
982.
Kaitlin M. Leonard Michael D. Coyne Ashley C. Oldham Darci Burns Margie B. Gillis 《Learning disabilities research & practice》2019,34(2):110-117
Multi‐tiered Systems of Support (MTSS) frameworks are designed to directly support students with, and at risk for, disabilities by providing timely, aligned, and coordinated supports, with the goal of preventing or ameliorating the effects of early risk. Yet developing and implementing MTSS in beginning reading is a complex process. Many schools encounter common barriers to achieving full and sustained implementation of MTSS systems and practices. The purpose of this article is to describe a state K‐3 reading initiative that resulted in improved reading outcomes for K‐3 students, including students at risk for reading disabilities. Specifically, this article describes a series of tools (i.e., activity timeline, whole group and small group templates, data grouping workbook) that helped teachers in the initiative to overcome barriers in order to ensure that tiered instruction met the needs of all students, including students with, and at risk for, reading disabilities. 相似文献
983.
ABSTRACTSemantic Web ontology files can be flexibly programmed to delineate metadata relationships in machine-readable formats to create relational pathways for discovering resources both on and off the Internet. There is a global community of Semantic Web developers and users across a broad multi-disciplinary range of interests who create and share extensible open-source ontologies. In this article, the author will explore the functionality of Semantic Web techniques for representing the ontologies of relatedness through kinship that typically underpin Australian Indigenous knowledge systems, and investigate their potentials for meeting persistent demands among leading Australian Indigenous collections creators and users to be able to search and discover their hereditary knowledge resources in ways that reflect and reinforce their enduring cultural values, ways of knowing and rights-management concerns. 相似文献
984.
AbstractAn Australian analysis of global sporting megatrends has noted the rise in prominence of action sports. Over the past few decades, action sports have continued to evolve and fragment. Changes in the high-performance sector have been particularly evident through the highly visible inclusion of action sports such as BMX, snowboarding, surfing, skateboarding and sports climbing in the Olympic Games. However, while there has been a swift rise in the prominence and position of action sports globally, relatively little is known about the impact of the shifting formalization and professionalization of these sports and their participants. Focussing on the Australian context, this article seeks to capture and critique the professional development of coaches and athletes, while drawing on examples from BMX, surfing and skateboarding. Further, implications of funding, research and new media technologies on the knowledge, expertise and credentials of elite action sports participants are discussed. Findings of the systematic analysis suggest that there are differing opportunities for professionalization of action sports both nationally and internationally, with the subsequent recommendation being that sporting organizations join forces to support the advancement of athletes and coaches. 相似文献
985.
Steven J. Greenland Catherine Moore 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):647-667
Practitioner notes
What is already known about this topic- Persistently high open online education dropout suggests existing interventions are ineffective.
- Prior qualitative retention studies identified the main dropout reasons, but small sample sizes failed to generate deeper insights and more in-depth investigation has been called for.
- A probability-based qualitative sample of 226 participants captured dropout subthemes down to a 5% level of incidence or frequency of occurrence.
- Thematic analysis identified 41 subthemes, within 10 broad dropout reasons. These subthemes are new and offer richer understanding.
- Thematic analysis also identified 19 subthemes within 5 broad dropout intervention areas that students suggested could have prevented their dropout. These include new insights for addressing dropout causes that have often previously been considered unavoidable.
- The strategic framework provides a retention management approach that prioritises responding to the main dropout causes with student-informed interventions.
- This approach and the deeper understanding afforded by robust qualitative investigation should help reduce persistently high dropout rates.
986.
Steven Grubaugh 《Clearing house (Menasha, Wis.)》2013,86(6):255-258
In this article, the author compares the potential academic and attitudinal gains of a gifted and talented population using different instructional methods. It has been found that instruction for identified high-achieving students must be different than that of general education students. Gifted and talented students cannot maximize learning opportunities unless they are appropriately challenged and motivated to learn. When gifted learners are lethargic and disinterested in learning, better-matched instruction is needed. Using contract activity packages with a gifted and talented population will support high-end learners in the classroom. During this project, the contract activity packages method of instruction provided the children with choice, flexibility, and challenged them at a higher level than they experienced through traditional lessons. 相似文献
987.
988.
989.
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis &; Krajcik, 2005), our goal was to support teachers’ professional development within the curriculum materials. Ten pre-K classrooms with a total of 143 children were randomly selected into treatment and control groups. Observations of teacher talk, including characteristics of lexically-rich and cognitively demanding language were conducted before and during the intervention. Measures of child outcomes, pre- and post-intervention included both standardized and curriculum-based assessments. Results indicated significant improvements in the quality of teachers’ talk in the treatment compared to the control group, and significant gains for child outcomes. These results suggest that educative curriculum may be a promising approach to facilitate both teacher and student learning. 相似文献
990.
Rose K. Vukovic Steven O. Roberts Linnie Green Wright 《Early education and development》2013,24(4):446-467
This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics. 相似文献