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81.
Jeeweon Shin 《Journal of Language, Identity & Education》2016,15(1):32-43
Drawing on the data collected through classroom observations, participants’ written journals, and in-depth interviews, this study examines the hyphenated identity constructions of 1.5- (ilcem osey) and 2nd-generation heritage language learners. The study observes that ethnic and racial exclusion in a White dominant society was more salient in 2nd generation than in 1.5 generation identities. On the other hand, 1.5 generation participants tended to accept their race, ethnicity, or hyphenated identities without evaluating them from the perspective of the dominant group. This in turn enabled them to circumvent the sense of marginalization. My finding is that beneath these 2nd-generation persons’ hyphenated identities there exists a discursive performance of self-Orientalism through which learners constantly internalize images of Koreans developed in the West. Moreover, they tend to distance themselves from so-called FOBs (fresh off the boat), who exhibit distinct stereotypical Asian characteristics. This study raises a number of pedagogical issues in the heritage-language-learning context where 2nd- and 1.5-generation learners are present together and further reconsiders the learning environment conducive to both 2nd- and 1.5-generation learners. 相似文献
82.
Won sug Shin 《Technology, Pedagogy and Education》2013,22(4):461-476
Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom. 相似文献
83.
Crowdfunded journalism is a new model for funding journalism in which reporters solicit micropayments from readers to finance their reporting. In the present study, we seek to identify the major motivations behind readers' donations to a pioneering crowdfunded journalism website, Spot.Us. Under the theoretical framework of collective action, we explore a total of 9 motivations: altruism, fun, belief in freedom of content, social, community, self-esteem, understanding, image, and family and friends. Combining self-reported survey data (N = 344) with behavioral data on readers' complete donation records obtained from the Spot.Us server, we found that belief in freedom of content, altruism, and contributing to one's community were self-reported to be highly valued by donors, but fun and family and friends motivations were the only positive predictors for actual donation levels. We discuss the implications of these findings on the sustainability of crowdfunding as a business model for news. 相似文献
84.
This article has been retracted. 相似文献
85.
Jung Cheol Shin 《Higher Education》2012,64(1):59-72
The features of Korean higher education development are related to sociocultural tradition (Confucian tradition), the model
university ideas, and economic development in Korea. The modern university ideas adopted in Korean are based on the German
model which was established by the Japanese colonial government and drawing on the US university model after the World War
II. However, the modern university ideas are intertwined with socio-cultural factors and have been embedded in current Korean
universities. As well as the western ideas and the Confucian tradition, the growth of Korean higher education has relied upon
the rapid growth of the Korean economy. Education development is well aligned with economic development in Korea thanks to
government policy initiatives. This framework can be applied in the analysis of higher education development in other countries.
Higher education development cannot be solely explained by individual cultural, historical or economic factor. These three
factors are interlinked and influence the development of Korean higher education. 相似文献
86.
87.
Drawing upon survey data and relevant literature, this paper compares the Radio and Television University System (RTVUS) in China, Indira Gandhi National Open University (IGNOU), and the Open University of Hong Kong (OUHK) in respect of academic courses offered, course delivery mode, student characteristics, funding, and staffing. Similarities and differences are discussed, and the impact of socio-cultural factors in shaping distance education systems in different societies is examined. 相似文献
88.
A large‐scale (N = 552) controlled multivariate prospective 14‐year longitudinal study of a developmental cascade embedded in a developmental system showed that information‐processing efficiency in infancy (4 months), general mental development in toddlerhood (18 months), behavior difficulties in early childhood (36 months), psychometric intelligence in middle childhood (8 years), and maternal education either directly or indirectly (or both) contribute to academic achievement in adolescence (14 years). 相似文献
89.
Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators. 相似文献
90.
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky. 相似文献