全文获取类型
收费全文 | 541篇 |
免费 | 10篇 |
专业分类
教育 | 391篇 |
科学研究 | 56篇 |
各国文化 | 11篇 |
体育 | 22篇 |
文化理论 | 7篇 |
信息传播 | 64篇 |
出版年
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 6篇 |
2019年 | 13篇 |
2018年 | 19篇 |
2017年 | 21篇 |
2016年 | 22篇 |
2015年 | 19篇 |
2014年 | 17篇 |
2013年 | 122篇 |
2012年 | 11篇 |
2011年 | 15篇 |
2010年 | 9篇 |
2009年 | 11篇 |
2008年 | 12篇 |
2007年 | 18篇 |
2006年 | 6篇 |
2005年 | 12篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 17篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 8篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1987年 | 6篇 |
1985年 | 5篇 |
1983年 | 8篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1978年 | 4篇 |
1975年 | 3篇 |
1973年 | 4篇 |
1972年 | 3篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1882年 | 2篇 |
1880年 | 2篇 |
1872年 | 6篇 |
1871年 | 8篇 |
1870年 | 7篇 |
1868年 | 3篇 |
排序方式: 共有551条查询结果,搜索用时 31 毫秒
51.
The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation. 相似文献
52.
53.
Amy Cooper Cary 《Journal Of Archival Organization》2019,16(2-3):144-150
AbstractIn the introductory column by new column coeditors Amy Cooper Cary and Rosemary Pleva Flynn, the authors explain the goals and methodology for the column, and address the significance of professional networking. Authors focus on networking strategies and resources for both new and seasoned archivists. 相似文献
54.
55.
Glenda A. Gunter Robert F. Kenny Erik H. Vick 《Educational technology research and development : ETR & D》2008,56(5-6):511-537
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way. 相似文献
56.
Austin Denise A. Pegram Nigel Hodson Courtney Hepplewhite Glenda Nelson Belinda 《Tertiary Education and Management》2021,27(3):281-296
Tertiary Education and Management - The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party... 相似文献
57.
58.
Rebecca Cooper 《Asia-Pacific Journal of Teacher Education》2019,47(5):508-523
ABSTRACTResearch on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced. 相似文献
59.
60.