全文获取类型
收费全文 | 793篇 |
免费 | 18篇 |
国内免费 | 1篇 |
专业分类
教育 | 665篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 35篇 |
文化理论 | 6篇 |
信息传播 | 88篇 |
出版年
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 18篇 |
2018年 | 19篇 |
2017年 | 25篇 |
2016年 | 32篇 |
2015年 | 15篇 |
2014年 | 30篇 |
2013年 | 200篇 |
2012年 | 28篇 |
2011年 | 23篇 |
2010年 | 23篇 |
2009年 | 27篇 |
2008年 | 27篇 |
2007年 | 23篇 |
2006年 | 21篇 |
2005年 | 20篇 |
2004年 | 13篇 |
2003年 | 20篇 |
2002年 | 23篇 |
2001年 | 13篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 12篇 |
1995年 | 12篇 |
1994年 | 10篇 |
1993年 | 11篇 |
1992年 | 10篇 |
1991年 | 14篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 8篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 8篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 2篇 |
排序方式: 共有812条查询结果,搜索用时 15 毫秒
41.
Joshua N. Baker Fred Spooner Lynn Ahlgrim‐Delzell Claudia Flowers Diane M. Browder 《Psychology in the schools》2010,47(5):501-513
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
42.
Elena Bray Speth Jennifer L. Momsen Gregory A. Moyerbrailean Diane Ebert-May Tammy M. Long Sara Wyse Debra Linton 《CBE life sciences education》2010,9(3):323-332
Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills. 相似文献
43.
Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory. 相似文献
44.
In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes. 相似文献
45.
46.
47.
48.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
49.
Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1 下载免费PDF全文
Dr Diane P Janes 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E2-E2
Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes 相似文献
50.
Bergey Bradley W. Ketelhut Diane Jass Liang Senfeng Natarajan Uma Karakus Melissa 《Journal of Science Education and Technology》2015,24(5):696-708
Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes... 相似文献