全文获取类型
收费全文 | 2224篇 |
免费 | 35篇 |
国内免费 | 1篇 |
专业分类
教育 | 1468篇 |
科学研究 | 275篇 |
各国文化 | 15篇 |
体育 | 187篇 |
综合类 | 8篇 |
文化理论 | 11篇 |
信息传播 | 296篇 |
出版年
2022年 | 21篇 |
2021年 | 20篇 |
2020年 | 26篇 |
2019年 | 45篇 |
2018年 | 49篇 |
2017年 | 79篇 |
2016年 | 69篇 |
2015年 | 60篇 |
2014年 | 67篇 |
2013年 | 394篇 |
2012年 | 58篇 |
2011年 | 63篇 |
2010年 | 52篇 |
2009年 | 37篇 |
2008年 | 47篇 |
2007年 | 47篇 |
2006年 | 37篇 |
2005年 | 29篇 |
2004年 | 40篇 |
2003年 | 32篇 |
2002年 | 28篇 |
2001年 | 25篇 |
2000年 | 42篇 |
1999年 | 52篇 |
1998年 | 21篇 |
1997年 | 14篇 |
1996年 | 19篇 |
1995年 | 16篇 |
1993年 | 14篇 |
1992年 | 21篇 |
1991年 | 33篇 |
1990年 | 45篇 |
1989年 | 34篇 |
1988年 | 30篇 |
1987年 | 21篇 |
1986年 | 32篇 |
1985年 | 39篇 |
1984年 | 34篇 |
1983年 | 28篇 |
1982年 | 26篇 |
1981年 | 22篇 |
1980年 | 18篇 |
1979年 | 27篇 |
1978年 | 29篇 |
1977年 | 20篇 |
1976年 | 17篇 |
1974年 | 17篇 |
1971年 | 17篇 |
1970年 | 14篇 |
1968年 | 19篇 |
排序方式: 共有2260条查询结果,搜索用时 15 毫秒
71.
Kathleen I. Harris 《Pastoral Care in Education》2016,34(4):202-217
Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. 相似文献
72.
Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
73.
This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 629–654, 2000 相似文献
74.
Charles I. Glicksberg 《College Teaching》2013,61(1):26-29
Advancement of knowledge and progress in technology drives the need for protecting inventions, new ideas, writings, music, and other media. While abundant, intellectual property and copyright issues are not simple, and the United States has adopted multiple rules via treaties worldwide. Academia has been fortunate with regard to the freedom provided by the fair use doctrine. Despite the freedoms, however, some feel that liberty is now limited by the Digital Millennium Copyright Act of 1998 (DMCA) and other rules being placed on intellectual property use (Carlson 2004). 相似文献
75.
Bruce I. Wolford John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272
More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions. Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty. Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed. 相似文献
76.
Vicky I. Zygouris-Coe Barbara G. Pace Cynthia L. Malecki Regina Weade 《International journal of qualitative studies in education》2013,26(3):399-412
Rigoberta Menchú has become an icon for the struggles of oppressed peoples for justice and self-determination. For many academics and activists around the world, the accusations of lying made against Ms. Menchú by David Stoll brought into sharp focus the politics of "truthmaking" and the absolutist categories of fact and fiction. In this attempt to discredit Ms. Menchú, and through her, the Mayan experience of genocide by the Guatemalan military and its U.S. sponsors, important questions have been raised about how and when Third World women can speak, the conditions under which they will be heard, and the strategies used to silence them. In this paper, the author draws upon some of the lessons of the Rigoberta Menchú case to examine the politics of truth making in Canada in a recent controversy regarding a speech she made criticizing American foreign policy and urging the women's movement to mobilize against America's War on Terrorism. The highly personalized nature of the attacks on the author by political and media elites sought to accomplish a closing down of public space for informed debate about the realities of U.S. foreign policy and to silence dissent. Repeatedly emphasizing her status as an immigrant outsider, this controversy also contributed to the (ongoing) racialization of people of color as a treacherous "enemy" within the nation's geographical borders, against whom "Canadians" had to be mobilized. 相似文献
77.
Research on college persistence has typically classified nonreturnees as dropouts. Recently, this practice has been criticized by Tinto (1987) who argues that such a practice merges together different types of withdrawal behavior whose determinants may vary as a function of the particular departure behavior under consideration. This paper empirically examines whether the determinants of decisions to withdraw from the institution are similar to those affecting decisions to transfer to other institutions of higher education for the 1984 entering freshman class at a large southern institution. Results provide support for Tinto's proposition of differentiating between different types of voluntary withdrawal behavior. While institutional commitment, academic performance, finance attitudes, and student perceptions of faculty concern for student development and teaching discriminated between persisters and dropouts, only final institutional commitment and final goal commitment discriminated between persisters and transfers.An earlier version of this paper was presented before the 1990 American Educational Research Association annual meeting. 相似文献
78.
Joan I. Vondra Daniel S. Shaw Laure Swearingen Meredith Cohen Elizabeth B. Owens 《Early education and development》1999,10(2):163-190
The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work. 相似文献
79.
80.
Using New Proximity Measures With Hierarchical Cluster Analysis to Detect Multidimensionality 总被引:1,自引:0,他引:1
Louis A. Roussos William F. Stout John I. Marden 《Journal of Educational Measurement》1998,35(1):1-30
A new approach for partitioning test items into dimensionally distinct item clusters is introduced. The core of the approach is a new item-pair conditional-covariance-based proximity measure that can be used with hierarchical cluster analysis. An extensive simulation study designed to test the limits of the approach indicates that when approximate simple structure holds, the procedure can correctly partition the test into dimensionally homogeneous item clusters even for very high correlations between the latent dimensions. In particular, the procedure can correctly classify (on average) over 90% of the items for correlations as high as .9. The cooperative role that the procedure can play when used in conjunction with other dimensionality assessment procedures is discussed. 相似文献