全文获取类型
收费全文 | 3119篇 |
免费 | 36篇 |
国内免费 | 29篇 |
专业分类
教育 | 2118篇 |
科学研究 | 295篇 |
各国文化 | 42篇 |
体育 | 344篇 |
综合类 | 60篇 |
文化理论 | 40篇 |
信息传播 | 285篇 |
出版年
2023年 | 10篇 |
2022年 | 31篇 |
2021年 | 89篇 |
2020年 | 106篇 |
2019年 | 137篇 |
2018年 | 208篇 |
2017年 | 192篇 |
2016年 | 161篇 |
2015年 | 130篇 |
2014年 | 146篇 |
2013年 | 436篇 |
2012年 | 181篇 |
2011年 | 168篇 |
2010年 | 117篇 |
2009年 | 109篇 |
2008年 | 100篇 |
2007年 | 96篇 |
2006年 | 85篇 |
2005年 | 96篇 |
2004年 | 123篇 |
2003年 | 66篇 |
2002年 | 87篇 |
2001年 | 64篇 |
2000年 | 38篇 |
1999年 | 22篇 |
1998年 | 23篇 |
1997年 | 13篇 |
1996年 | 11篇 |
1995年 | 14篇 |
1994年 | 13篇 |
1993年 | 6篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1970年 | 2篇 |
1964年 | 2篇 |
排序方式: 共有3184条查询结果,搜索用时 15 毫秒
51.
Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation. 相似文献
52.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
53.
Alvarez Adam Farinde-Wu Abiola Delale-O’Connor Lori Murray Ira E. 《The Urban Review》2020,52(5):880-903
The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case... 相似文献
54.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
55.
在全球一体化的今天,英语作为世界通用语言,发挥着极其重要的作用。虽然英式英语和美式英语一样,都是英语,但是其不同之处甚多。该文从语言学角度分析了这两种语言的差异。 相似文献
56.
Aurora Torrents Francesc Bofill Genís Cardona 《Learning and individual differences》2011,21(5):607-612
Purpose
The aim of the present study was to determine, through colorimetric analysis, whether school textbooks for children aged 5 to 7 years contained tasks requiring normal colour vision discrimination for their resolution. In addition, the performance of a group of observers with diverse colour vision deficiencies was evaluated while conducting the tasks under analysis.Results
Textbooks of mathematics were found to include 10% of tasks which, to an observer with colour vision deficiency, would be very difficult or impossible to solve. The level of difficulty of each task was influenced by the type and degree of colour vision deficiency and by the actual ambient illumination under which it was observed.Conclusions
Some school textbooks need to be redesigned through an alternative use of colours and textures to take into consideration colour vision deficiencies. In view of the present findings, many Spanish editorial boards have committed to undertake these changes. 相似文献57.
Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
58.
本文所称金融业监管有利于商业银行等金融企业的内部风险管理,是政府或行业自律组织对它的外部监管。银监会的成立有利于实行更好地集中共货币手段,而不为监管所累,也有利于监管的高效,但在银监会之后应尽快出台一个跨机构监管协调委员会。 相似文献
59.
Hilde Wågsås Afdal 《欧洲师范教育杂志》2019,42(2):258-275
This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed? 相似文献
60.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. 相似文献