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11.
This paper addresses a wicked problem faced by leaders wanting to be evidence informed in their choices of school improvement priorities and the most productive leadership practices to enact in pursuing those priorities. While local contexts will always be central to these choices, results of research ought to provide useful points of departure. But determining what relevant evidence recommends, local context aside, is far more difficult that the admonition to be ‘evidence informed’ seems to imply and the research community has offered few systematic solutions to the problem. This paper offers one possible solution, the calculation of ‘Power Indices’ using, for the purposes of illustration, evidence about the effects of a selected set of potential school improvement priorities (teachers’ emotions) on student learning, in combination with evidence about the effects on teacher emotions of a selected set of transformational leadership practices. Results argue for the value of a unique line of future research enabling school leaders to make choices about both school improvement priorities and how they might best pursue those priorities that systematically reflect the results of relevant evidence. 相似文献
12.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
13.
Curt J. Dommeyer Paul Baum Kenneth S. Chapman Robert W. Hanna 《Assessment & Evaluation in Higher Education》2002,27(5):455-462
Business professors were surveyed to determine their attitudes towards two methods of collecting students' teaching evaluations of faculty--the traditional paper-and-pencil method conducted in class and the online method conducted via the Internet. Faculty preferred the traditional paper method, mainly because they believed it would produce a higher and more accurate response than the online method. Faculty characteristics were examined to determine whether they were related to attitudes towards the online method of collecting teaching evaluations. No characteristics were found to be significantly associated with attitudes towards the online method. Suggestions for future researchers are offered. 相似文献
14.
Two experiments attempted to establish vicious-circle behavior through fear motivation combined with secondary punishment. In Experiment 1, rats were trained with two CSs, a tone and a buzzer, paired with shock in different contexts. Secondary punishment based on delay and trace conditioning procedures facilitated running in fear-motivated rats, relative to four control groups. In Experiment 2, rats were given pairings of a tone CS with shock, and a buzzer CS with a drop into a water tank. Fear-motivated rats which received secondary punishment during either 33% or 100% of test trials exhibited self-punitive running relative to a nonpunished (0%) group and a backward-conditioning control group. Results indicate that “all secondary” vicious-circle behavior can be established through Pavlovian conditioning, thus supporting a conditioned fear interpretation. 相似文献
15.
Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement. 相似文献
16.
17.
Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2004,4(2):185-197
Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered. 相似文献
18.
Taking lower-secondary schooling within the English educational system as an example, this paper illustrates the contribution
of two bodies of international scholarship to the scoping of research-based pedagogical development aimed at improving student
attitude and achievement in science and mathematics. After sketching the English context of systemic reform, the paper uses
findings from the Trends in International Mathematics and Science Study (TIMSS) series to illuminate changes in performance,
analysed within a framework of cross-system and between-subject comparison. Contrary to the optimistic picture from national
assessment, the TIMSS findings suggest that systemic reform has produced fundamental gains only in student achievement in
mathematics, and serious declines in student attitude towards both mathematics and science. Prompted by more favourable patterns
elsewhere, the paper then triangulates the findings of recent meta-analytic research syntheses to identify promising lines
of pedagogical development. Despite important differences in the conceptual frameworks and analytic methods of these syntheses,
reasonably robust conclusions can be drawn about the effectiveness of four teaching components: domain-specific inquiry for student achievement in both subjects, student attitude in science, and learning processes in mathematics; cooperative group work for learning and attitude in science; contextual orientation for achievement in science; and active teaching for achievement in mathematics. Equally, discrepancies between findings or insufficiencies of evidence highlight a number
of impacts particularly deserving deeper analysis or further investigation: cooperative group work on achievement outcomes, differing forms of learning assessment on both attitude and achievement outcomes, contextual orientation on outcomes in mathematics, and active teaching on outcomes in science. 相似文献
19.
Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
20.
A Framework for Research on Large-scale Reform 总被引:1,自引:0,他引:1
Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies. 相似文献