全文获取类型
收费全文 | 4084篇 |
免费 | 53篇 |
国内免费 | 4篇 |
专业分类
教育 | 2985篇 |
科学研究 | 275篇 |
各国文化 | 72篇 |
体育 | 373篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 398篇 |
出版年
2023年 | 15篇 |
2022年 | 22篇 |
2021年 | 42篇 |
2020年 | 69篇 |
2019年 | 117篇 |
2018年 | 144篇 |
2017年 | 160篇 |
2016年 | 140篇 |
2015年 | 94篇 |
2014年 | 130篇 |
2013年 | 946篇 |
2012年 | 120篇 |
2011年 | 103篇 |
2010年 | 86篇 |
2009年 | 103篇 |
2008年 | 127篇 |
2007年 | 114篇 |
2006年 | 107篇 |
2005年 | 98篇 |
2004年 | 92篇 |
2003年 | 76篇 |
2002年 | 81篇 |
2001年 | 54篇 |
2000年 | 64篇 |
1999年 | 65篇 |
1998年 | 46篇 |
1997年 | 44篇 |
1996年 | 62篇 |
1995年 | 47篇 |
1994年 | 52篇 |
1993年 | 36篇 |
1992年 | 52篇 |
1991年 | 37篇 |
1990年 | 46篇 |
1989年 | 36篇 |
1988年 | 30篇 |
1987年 | 24篇 |
1986年 | 27篇 |
1985年 | 24篇 |
1984年 | 21篇 |
1983年 | 16篇 |
1982年 | 24篇 |
1981年 | 29篇 |
1980年 | 27篇 |
1979年 | 18篇 |
1978年 | 21篇 |
1976年 | 19篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 16篇 |
排序方式: 共有4141条查询结果,搜索用时 15 毫秒
21.
Paul McColl 《Research in Science Education》1993,23(1):183-188
This paper examines an approach to the teaching of a year 12 Physics topic from within an historical setting. The Victorian
Physics course requires teachers to cover each topic within some particular prescribed context, so that the everyday relevance
of physics or its interrelationships with other fields of endeavour can be demonstrated. The Light and Matter topic specifies
only one context: Landmark Developments. Rather than adopting a ‘names, dates and events’ approach which, for many understandable
reasons, most teachers seem to follow, the author has attempted to cover the history in greater detail and more holistically.
Specializations: history of physics, nature of science, construction of knowledge, social responsibility in science. 相似文献
22.
Paul Kelley 《Learning, Media and Technology》1993,19(2):61-71
This paper analyses the use of a television film, David Leland's Flying into the Wind, in O Level English Literature examinations in 1986. This is the first use of television material in an examination of this kind. After studying the video as part of a two‐year course, candidates were shown part of the television film during the examination and asked to comment upon it. An analysis of candidates' responses suggests television is a suitable medium for use in public examinations, as well as a popular choice with the candidates themselves. Certain aspects of the candidates' responses suggest the importance of visual imagery, and this in turn may have implications for theories concerning how we understand television. Finally, the subsequent use of Flying into the Wind and the current use of Gregory's Girl in GCSE examinations, and the place of television in the new National Curriculum orders are briefly considered. 相似文献
23.
24.
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits. 相似文献
25.
This paper examines the emergence of new accountabilities in teaching and teacher education in Ireland in the 15 years period 1997–2012. Framing accountability in terms of the three main approaches to it globally in education systems, that is, compliance with regulations, adherence to professional norms and attainment of results/outcomes, we identify significant changes, particularly, in compliance- and results-driven accountability. A ‘rising tide’ of accountability, due to the interrelated influences of the European higher education space, education legislation and professional self-regulation policies (i.e. Teaching Council), is evident since the late 1990s. This was punctuated by a ‘perfect storm’ in 2010 comprising ‘bad news’ from PISA 2009, the economic bailout and strategic leadership at a system level. The cumulative impact of the ‘rising tide’ and ‘perfect storm’ is evident in how they reframed both ‘to whom’ and ‘for what’ accountability in teacher education relates. Significantly, the new accountabilities in teaching and teacher education reflect a move towards the dominant global education reform movement (Sahlberg 2007) with its emphasis on standardisation, narrow focus on literacy and numeracy and higher stakes accountability. 相似文献
26.
Paul Greenbank 《Teaching in Higher Education》2013,18(3):317-331
It is often claimed that collaborative approaches to assessment improve student performance and help students to develop key transferable skills. There are, however, considerable difficulties associated with the introduction and management of such approaches. This article utilises the author's experience of introducing collaborative assessment on an undergraduate business and management course. The article focuses on the role of values, and how both student and lecturer values can have a significant influence on their attitude to such forms of assessment. The paper concludes by suggesting that we should attempt to obtain a more in-depth understanding of student and staff values, and try to address these when introducing collaborative assessment. It also suggests that an incremental approach might be adopted in order to foster commitment, help create a culture of co-operation, and facilitate an action research approach that enables those involved to learn from their experience. 相似文献
27.
Maha Bali Maureen Crawford Rhonda Jessen Paul Signorelli Mia Zamora 《Educational Media International》2015,52(2):100-115
Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs. 相似文献
28.
Paul Brna Alan Bundy Tony Dodd Marc Eisenstadt Chee Kit Looi Helen Pain Dave Robertson Barbara Smith Maarten van Someren 《Instructional Science》1991,20(2-3):111-133
In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language. 相似文献
29.
30.
Paul A. Kirschner 《Science & Education》1992,1(3):273-299
This article discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. It begins with a discussion of the difference between practising science and learning to practice science. It follows with a discussion and refutation of three commonly held motives for using practicals in science education. It concludes with the presentation of three new, better motives for their use. 相似文献