全文获取类型
收费全文 | 6936篇 |
免费 | 518篇 |
国内免费 | 4篇 |
专业分类
教育 | 5923篇 |
科学研究 | 171篇 |
各国文化 | 185篇 |
体育 | 437篇 |
综合类 | 1篇 |
文化理论 | 44篇 |
信息传播 | 697篇 |
出版年
2023年 | 24篇 |
2022年 | 29篇 |
2021年 | 85篇 |
2020年 | 158篇 |
2019年 | 272篇 |
2018年 | 313篇 |
2017年 | 335篇 |
2016年 | 315篇 |
2015年 | 300篇 |
2014年 | 327篇 |
2013年 | 1860篇 |
2012年 | 244篇 |
2011年 | 276篇 |
2010年 | 254篇 |
2009年 | 232篇 |
2008年 | 271篇 |
2007年 | 197篇 |
2006年 | 177篇 |
2005年 | 145篇 |
2004年 | 119篇 |
2003年 | 108篇 |
2002年 | 93篇 |
2001年 | 87篇 |
2000年 | 82篇 |
1999年 | 88篇 |
1998年 | 60篇 |
1997年 | 58篇 |
1996年 | 65篇 |
1995年 | 74篇 |
1994年 | 65篇 |
1993年 | 65篇 |
1992年 | 60篇 |
1991年 | 54篇 |
1990年 | 67篇 |
1989年 | 41篇 |
1988年 | 36篇 |
1987年 | 34篇 |
1986年 | 33篇 |
1985年 | 37篇 |
1984年 | 37篇 |
1983年 | 28篇 |
1982年 | 28篇 |
1981年 | 29篇 |
1980年 | 13篇 |
1979年 | 19篇 |
1978年 | 28篇 |
1977年 | 17篇 |
1975年 | 15篇 |
1974年 | 23篇 |
1969年 | 9篇 |
排序方式: 共有7458条查询结果,搜索用时 31 毫秒
51.
52.
Paloma Gonzlez‐Castro Marisol Cueli Dbora Areces Celestino Rodríguez Georgios Sideridis 《Learning disabilities research & practice》2016,31(3):142-155
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest. 相似文献
53.
Methodological Choices in the Content Analysis of Textbooks for Measuring Alignment With Standards
下载免费PDF全文
![点击此处可从《Educational Measurement》网站下载免费的PDF全文](/ch/ext_images/free.gif)
With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has been widely used to analyze the alignment among standards, assessments, and teachers’ instruction. However, the SEC can be time‐consuming and expensive when used for this purpose. This study extends the SEC to the analysis of entire mathematics textbooks and investigates whether the results of SEC alignment analyses are affected if the content analysis procedure is simplified. The results indicate that analyzing only every fifth item produces nearly identical alignment results with no effect on the reliability of content analyses. 相似文献
54.
Daniel W. Noonan 《Journal Of Archival Organization》2016,13(3-4):146-151
55.
Finn Daniel Raaen 《Journal of Philosophy of Education》2011,45(4):627-641
Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault's deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new perspectives to the discussion about the foundation of professionalism. The turning point in Foucault's discussion about autonomy is to be found in his proposal for an ethics of the self. This ethics invites a break with the normalising discourses of modernity. As I see it, this makes it particularly relevant to a discussion about the principles of professionalism. The conception of parrhesia is central. I use the role of the teacher to illustrate my arguments. 相似文献
56.
57.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
58.
59.
The Older Americans Act and its network of state and area agencies are dynamic mechanisms for human services. The “aging network” has entered a period of expanded policy arenas which require broader agendas and applications, from long‐term‐care systems development to assisting employers who are creating flexible work and retirement programs. It is appropriate for the aging and developmental disabilities networks to explore the intersections of their operations with respect to their methods of administration, advocacy, service systems development, and policies. 相似文献
60.
To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work. 相似文献