全文获取类型
收费全文 | 709篇 |
免费 | 29篇 |
国内免费 | 1篇 |
专业分类
教育 | 543篇 |
科学研究 | 11篇 |
各国文化 | 17篇 |
体育 | 25篇 |
文化理论 | 1篇 |
信息传播 | 142篇 |
出版年
2024年 | 1篇 |
2023年 | 14篇 |
2022年 | 27篇 |
2021年 | 23篇 |
2020年 | 43篇 |
2019年 | 48篇 |
2018年 | 65篇 |
2017年 | 59篇 |
2016年 | 44篇 |
2015年 | 32篇 |
2014年 | 42篇 |
2013年 | 139篇 |
2012年 | 30篇 |
2011年 | 26篇 |
2010年 | 14篇 |
2009年 | 22篇 |
2008年 | 11篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1981年 | 5篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1970年 | 1篇 |
1966年 | 1篇 |
1943年 | 1篇 |
排序方式: 共有739条查询结果,搜索用时 0 毫秒
21.
Emily H. van Zee 《Cultural Studies of Science Education》2009,4(4):847-854
In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the
discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse
practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities.
Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based
science instruction. 相似文献
22.
23.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
24.
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
25.
We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration. 相似文献
26.
Jessica V. Whittaker Mable B. Kinzie Virginia Vitiello Jamie DeCoster Christina Mulcahy Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212
abstractThis randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills. 相似文献
27.
28.
Pittman Ramona T. Lindner Amanda L. Zhang Shuai Binks-Cantrell Emily Malatesha Joshi R. 《Reading and writing》2022,35(9):2049-2074
Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological.... 相似文献
29.
Jason Parcover Mary Jo Coiro Esther Finglass Emily Barr 《Journal of College Student Psychotherapy》2018,32(4):312-329
Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed. 相似文献
30.
Sam J. Cooley Mark J. G. Holland Jennifer Cumming Emily G. Novakovic Victoria E. Burns 《Higher Education》2014,67(1):105-121
Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts. 相似文献