全文获取类型
收费全文 | 337篇 |
免费 | 6篇 |
专业分类
教育 | 273篇 |
科学研究 | 34篇 |
各国文化 | 1篇 |
体育 | 21篇 |
文化理论 | 1篇 |
信息传播 | 13篇 |
出版年
2023年 | 1篇 |
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 17篇 |
2019年 | 9篇 |
2018年 | 20篇 |
2017年 | 18篇 |
2016年 | 10篇 |
2015年 | 13篇 |
2014年 | 15篇 |
2013年 | 74篇 |
2012年 | 12篇 |
2011年 | 15篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 9篇 |
2004年 | 8篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 6篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1987年 | 3篇 |
1984年 | 1篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有343条查询结果,搜索用时 265 毫秒
41.
Catalina Sau Man Ng Wenyu Chai Hung Kit Fok Sing Pui Chan Ho Cheong Lam 《Journal of Early Childhood Teacher Education》2020,41(3):284-305
ABSTRACT Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. 相似文献
42.
Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds 总被引:6,自引:0,他引:6
This study was designed to examine the attitudes toward family obligations among over 800 American tenth ( M age = 15.7 years) and twelfth ( M age = 17.7 years) grade students from Filipino, Chinese, Mexican, Central and South American, and European backgrounds. Asian and Latin American adolescents possessed stronger values and greater expectations regarding their duty to assist, respect, and support their families than their peers with European backgrounds. These differences tended to be large and were consistent across the youths' generation, gender, family composition, and socioeconomic background. Whereas an emphasis on family obligations tended to be associated with more positive family and peer relationships and academic motivation, adolescents who indicated the strongest endorsement of their obligations tended to receive school grades just as low as or even lower than those with the weakest endorsement. There was no evidence, however, that the ethnic variations in attitudes produced meaningful group differences in the adolescents' development. These findings suggest that even within a society that emphasizes adolescent autonomy and independence, youths from families with collectivistic traditions retain their parents' familistic values and that these values do not have a negative impact upon their development. 相似文献
43.
Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses. 相似文献
44.
Simpson W.L. Wong Him Cheung Mo Zheng Xiujie Yang Catherine McBride Connie Suk-Han Ho Judy Sze-Man Leung Bonnie Wing-Yin Chow Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons. 相似文献
45.
We present a new approach to enhance mixing in T-type micromixers by introducing a constriction in the microchannel under periodic electro-osmotic flow. Two sinusoidal ac electric fields with 180° phase difference and similar dc bias are applied at the two inlets. The out of phase ac electric field induces oscillation of fluid interface at the junction of the two inlet channels and the constriction. Due to the constriction introduced at the junction, fluids from these two inlets form alternative plugs at the constricted channel. These plugs of fluids radiate downstream from the constriction into the large channel and form alternate thin crescent-shaped layers of fluids. These crescent-shaped layers of fluids increase tremendously the contact surface area between the two streams of fluid and thus enhance significantly the mixing efficiency. Experimental results and mixing mechanism analysis show that amplitude and frequency of the ac electric field and the length of the constriction govern the mixing efficiency. 相似文献
46.
A method for monitoring the biological exocytotic phenomena on a microfluidic system was proposed. A microfluidic device coupled with functionalities of fluorescence imaging and amperometric detection has been developed to enable the real-time monitoring of the exocytotic events. Exocytotic release of single SH-SY5Y neuroblastoma cells was studied. By staining the cells located on integrated microelectrodes with naphthalene-2,3-dicarboxaldehyde, punctuate fluorescence consistent with localization of neurotransmitters stored in vesicles was obtained. The stimulated exocytotic release was successfully observed at the surface of SH-SY5Y cells without refitting the commercial inverted fluorescence microscope. Spatially and temporally resolved exocytotic events from single cells on a microfluidic device were visualized in real time using fluorescence microscopy and were amperometrically recorded by the electrochemical system simultaneously. This coupled technique is simple and is hoped to provide new insights into the mechanisms responsible for the kinetics of exocytosis. 相似文献
47.
Problem-based learning and the development of metacognition 总被引:1,自引:0,他引:1
Kevin Downing Theresa Kwong Sui-Wah Chan Tsz-Fung Lam Woo-Kyung Downing 《Higher Education》2009,57(5):609-621
This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional
methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking,
or metacognition it explores differences in metacognitive development between each group of students between the beginning
and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday
challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments
for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we
receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong
or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher
as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject
specific skills. 相似文献
48.
Yin Cheong Cheng 《Prospects》2009,39(1):69-89
In the past 15 years, numerous reforms and initiatives in many countries in the Asia-Pacific region have aimed to change education
and promote new learning to prepare the new generation for the future. Unfortunately, despite good intentions and huge investments
of resources, many of these reforms have been found to be ineffective and unsustainable—if they succeed at all. Reflecting
on the trends and waves of educational reform in the Asia-Pacific region, this paper introduces an international lesson on
the emerging syndrome of educational reform across the region and illustrates its negative impacts on teacher ecology and
teacher management. Then, the paper outlines the implications of this lesson and of a study of the world’s best-performing
educational systems, using them to develop a holistic approach to managing teachers and planning for their sustainable professional
development. Finally, it highlights the paradigm shifts in teacher management, reviewing the three waves of educational reform
in the last two decades, and draws further implications for formulating teacher management policies in ongoing and future
educational reforms to support students’ new learning and sustainable development. 相似文献
49.
This qualitative study provides information on the concerns faced by parents having children with Down syndrome in a centre-based
Early Intervention Programme in Malaysia and how they coped with these concerns. Semi-structured interviews were conducted
with a total of five parents and two special educators. The interview and observation findings indicate that there are numerous
concerns faced by parents, such as the child’s uncertain future, teacher training, family involvement, expansion of services,
support services, lack of information and resources, inconsistency of language used, increase in fees, and changes in lifestyle.
The study has also revealed unmet needs of special children, for example, time duration, music therapy and the facilities
provided. Recommendations have also been suggested for further needed improvement in the Early Intervention Programme. 相似文献
50.
This paper reports on a study designed to investigate (a) whether peer review is an effective pedagogical activity with adult
Chinese students in the teaching of second language (L2) academic writing and (b) how factors such as perceptions of the influence
of peer reviewers’ L2 proficiency, previous experience with peer review, feedback preferences, and culturally-based beliefs
and practices relate to the effectiveness of the pedagogical activity. Participants were 20 English-as-an-L2 learners from
China who were enrolled in an academic writing class for postgraduate students at a Singaporean university. Data included
first drafts of an academic writing assignment, written peer comments, revised drafts of the assignment, responses to a questionnaire,
and interviews. Quantitative analyses of the peer comments and revisions to the drafts show that significant improvement in
the revised drafts was linked to peer feedback. Further statistical analyses indicate that the learner variables of interest
did not affect the effectiveness of the peer review activity. In addition, qualitative analyses of the questionnaire data
and the interviews reveal a general acceptance of peer review as a socioculturally appropriate pedagogical activity for Chinese
students. The results of the study are interpreted with an understanding of its limitations, and directions for further research
are also discussed. 相似文献