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501.
The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.). 相似文献
502.
503.
Alexander W. Wiseman Fawziah Al-bakr Petrina M. Davidson Elizabeth Bruce 《Compare》2018,48(2):224-243
How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education. 相似文献
504.
Bowdish Bruce E. Chauvin Sheila W. Kreisman Norman Britt Mike 《Instructional Science》2003,31(4-5):231-253
This paper reports the results and insights ofan exploratory investigation of theeffectiveness of a prototypic virtualproblem-based learning (VPBL) exercisedelivered via the WWW, that uses HypermediaAssisted Instructional Technologies (HAIT). The study targeted all first year medicalstudents at a south-central University Schoolof Medicine who were enrolled in the humanphysiology course during the Spring 2000 (n =150). A quasi-experimental, post-test onlyresearch design compared the VPBL and atext-based version of the same PBL exercise onstudents' achievement, as measured by a set ofselected physiology examination items, andtheir perceptions of the learning environment,as measured by the Teaching and LearningEnvironment Questionnaire (TLEQ) (Chauvin &Bowdish, 1998). Findings suggest that the VPBLis equally as effective as the text-basedversion for enhancing students' learning andtheir learning environment in small group, PBLsessions. In this paper, we examine theevidence supporting the VPBL innovation andexplore what constitutes necessary andsufficient evidence that an educationalinnovation should be incorporated appropriatelyinto the medical educational practice of aschool. We examine instructional design issuessuch as learner control, instructional control,and teacher and learner roles as related toinstructional development for the WWW, bycomparing and contrasting our observations ofthe VPBL design experiment with theprofessional literature. 相似文献
505.
Miller Michelle D. Castillo Giovanni Medoff Norman Hardy Alexis 《Innovative Higher Education》2021,46(5):565-589
Innovative Higher Education - Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher... 相似文献
506.
Deborah Russell Carter Renee K. Van Norman Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355
There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting
children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model
for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early
childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article
documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares
lessons learned and offers practical advice for getting started with PWPBS. 相似文献
507.
Angela Wiseman 《Early Childhood Education Journal》2011,38(6):431-438
Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively
model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month
ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich
interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive
read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended
responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed
through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds
on their strengths and extends their knowledge. 相似文献
508.
Science & Education - 相似文献
509.
Hodges Tracey S. Wright Katherine Landau Roberts Kathryn L. Norman Rebecca R. Coleman Julianne 《Learning Environments Research》2019,22(3):427-441
Learning Environments Research - In this study, we examined students’ access to text, defined as the number of texts freely available to children in their classrooms. From 60 elementary... 相似文献
510.