全文获取类型
收费全文 | 795篇 |
免费 | 13篇 |
专业分类
教育 | 632篇 |
科学研究 | 21篇 |
各国文化 | 22篇 |
体育 | 59篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 66篇 |
出版年
2022年 | 10篇 |
2021年 | 5篇 |
2020年 | 15篇 |
2019年 | 19篇 |
2018年 | 28篇 |
2017年 | 32篇 |
2016年 | 31篇 |
2015年 | 19篇 |
2014年 | 19篇 |
2013年 | 177篇 |
2012年 | 24篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 14篇 |
2008年 | 21篇 |
2007年 | 18篇 |
2006年 | 17篇 |
2005年 | 7篇 |
2004年 | 20篇 |
2003年 | 15篇 |
2002年 | 16篇 |
2001年 | 13篇 |
2000年 | 12篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 12篇 |
1989年 | 11篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 15篇 |
1983年 | 7篇 |
1982年 | 16篇 |
1981年 | 7篇 |
1980年 | 8篇 |
1979年 | 12篇 |
1978年 | 11篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1968年 | 5篇 |
排序方式: 共有808条查询结果,搜索用时 15 毫秒
151.
This paper examines the structure of implicit theories of creativity in a sample of gifted adolescents and describes the development and use of the Creative Self Checklist and the Creative Individual Checklist, adjective checklists designed to assess endorsement of creativity‐related personality and behavioral attributes. Findings indicate that the gifted rate aspects of risk‐taking and inquisitiveness as primary facets of their own creativity while defining artistic abilities and energy and motivation as important parts of creativity in others. This study also assessed the role that these implicit theories play in the display of creative behaviors with regard to both performance on creativity tests and participation in creative hobbies. Findings indicate that while performance on creativity measures is predictive of creative hobby participation, greater self‐endorsement of beliefs that are positively related to creativity also significantly predict creative behaviors. 相似文献
152.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
153.
The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real ‘tactical understanding’ of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as ‘Principles of Play’. It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons. 相似文献
154.
This content analysis explored how previously validated Web-based inquiries (WBIs) for science instruction are designed and to what extent they match the proposed teacher-support guidelines of the American Association for the Advancement of Science. Examined WBIs implemented few recommended teacher-support mechanisms. This article explores the reasons why so few mechanisms were supported and proposes ways to enhance the curricular usefulness of WBIs by incorporating more recommended mechanisms. 相似文献
155.
156.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
157.
158.
159.
160.
Joyce Mesrobian 《Early Childhood Education Journal》1994,21(4):36-38
Joyce Mesrobian is an early childhood consultant and storyteller in Chicago and its suburbs 相似文献