全文获取类型
收费全文 | 875篇 |
免费 | 15篇 |
专业分类
教育 | 686篇 |
科学研究 | 46篇 |
各国文化 | 14篇 |
体育 | 44篇 |
文化理论 | 6篇 |
信息传播 | 94篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 11篇 |
2020年 | 22篇 |
2019年 | 29篇 |
2018年 | 27篇 |
2017年 | 40篇 |
2016年 | 39篇 |
2015年 | 19篇 |
2014年 | 20篇 |
2013年 | 205篇 |
2012年 | 25篇 |
2011年 | 19篇 |
2010年 | 21篇 |
2009年 | 14篇 |
2008年 | 19篇 |
2007年 | 16篇 |
2006年 | 14篇 |
2005年 | 10篇 |
2004年 | 16篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 11篇 |
2000年 | 16篇 |
1999年 | 9篇 |
1998年 | 9篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 12篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 13篇 |
1985年 | 16篇 |
1984年 | 10篇 |
1983年 | 5篇 |
1982年 | 10篇 |
1980年 | 5篇 |
1979年 | 11篇 |
1978年 | 12篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1972年 | 6篇 |
1967年 | 5篇 |
排序方式: 共有890条查询结果,搜索用时 15 毫秒
11.
Studies of advanced expertise development in a number of areas are reviewed in order to provide general suggestions about the elements of clinical training that might enhance counseling and educational psychology expertise. The emphasis of the discussion is on the connections between classroom instruction and practicum or internship experiences. Recommendations include changes in the sequencing, context, knowledge content, practice conditions, and motivational support provided to students. 相似文献
12.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
13.
OBJECTIVE: The current study examines homotypic stability in mother-child interactions, applying similar rating scales of mother-child interactions at 1 and 4.5 years, and heterotypic stability from 1 to 13 years and 4.5 to 13 years, using conceptually similar but not identical rating scales at age 13. DESIGN: We coded videotaped mother-child interactions in 202 families when children were 1, 4.5, and 13 years of age during age-appropriate and developmentally salient structured tasks for relationship quality. RESULTS: Multiple regression analyses controlled for the effects of child birth order and gender as well as maternal age and education. Maternal and dyadic, but not child, mother-child interaction qualities at 1 year significantly predicted similar or equivalent constructs at 4.5 and 13 years. Heterotypic stability from 1 to 13 years was partially or fully mediated by the same constructs at 4.5 years. CONCLUSIONS: Maternal behaviors showed a pattern of homotypic and heterotypic stability, whereas dyadic behaviors were somewhat less stable. Child behaviors showed evidence of both homotypic and heterotypic instability. 相似文献
14.
Marcia Roe Clark 《About Campus》2006,11(3):2-8
Students who make the daily commute to urban campuses face academic and nonacademic issues not typically experienced by their suburban or rural counterparts. A veteran of multiple types of campus environments offers insight into the lives of these students and suggests strategies for helping college urbanites thrive. 相似文献
15.
Jennifer Clark 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):623-639
AbstractThis paper examines prime minister Robert Menzies decision to support science education in Australian schools in 1963. This was a landmark shift in policy for the federal government, but in many ways mirrors the decision of Eisenhower who brought down the National Defense Education Act (NDEA) in 1958. The paper uses a transnational approach to offer a new way of looking at the 1963 decision by focusing on the need for science education and the environment which supported science advocacy rather than the traditional interpretation of political expediency to court the Catholic vote. 相似文献
16.
Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
17.
18.
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
Douglas B. ClarkEmail: |
19.
Ruth Colvin Clark 《Performance Improvement Quarterly》1997,10(1):20-33
An understanding of the uses of metacognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed. 相似文献
20.