全文获取类型
收费全文 | 1487篇 |
免费 | 20篇 |
专业分类
教育 | 1111篇 |
科学研究 | 103篇 |
各国文化 | 16篇 |
体育 | 63篇 |
综合类 | 2篇 |
文化理论 | 22篇 |
信息传播 | 190篇 |
出版年
2021年 | 15篇 |
2020年 | 27篇 |
2019年 | 40篇 |
2018年 | 40篇 |
2017年 | 58篇 |
2016年 | 49篇 |
2015年 | 30篇 |
2014年 | 45篇 |
2013年 | 412篇 |
2012年 | 37篇 |
2011年 | 43篇 |
2010年 | 40篇 |
2009年 | 33篇 |
2008年 | 32篇 |
2007年 | 32篇 |
2006年 | 26篇 |
2005年 | 26篇 |
2004年 | 24篇 |
2003年 | 23篇 |
2002年 | 21篇 |
2001年 | 15篇 |
2000年 | 25篇 |
1999年 | 25篇 |
1998年 | 15篇 |
1997年 | 11篇 |
1996年 | 15篇 |
1995年 | 9篇 |
1994年 | 14篇 |
1993年 | 15篇 |
1992年 | 13篇 |
1991年 | 12篇 |
1990年 | 12篇 |
1989年 | 11篇 |
1988年 | 11篇 |
1987年 | 11篇 |
1986年 | 9篇 |
1985年 | 14篇 |
1983年 | 12篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1980年 | 12篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 8篇 |
1975年 | 9篇 |
1973年 | 7篇 |
1972年 | 7篇 |
1968年 | 8篇 |
1940年 | 8篇 |
1933年 | 8篇 |
排序方式: 共有1507条查询结果,搜索用时 15 毫秒
71.
Evaluation of college and university teaching is considered in the context of growing demands for accountability of educational institutions and particular roles of faculty in achieving goals for which these institutions are believed to be accountable. In the first of two papers,* three contemporary aprroaches to evaluation of teaching in higher education are critically reviewed. All three of these approaches-assessment of learning outcomes, assessment of teacher characteristics and analysis of pedagogical behaviors-are found to be defective on logical, theoretical and empirical grounds. A common thread of deficiency is the absence of a coherent theoretical framework for analysis of teaching and phenomena associated with teaching. Specific defecs are analyzed in each of the three approaches as well as in the ubiquitous methodology of rating of teaching performance. In analysis of evaluation by assessment of learning outcomes, teaching is shown to be neither necessary nor sufficient to subsequent learning outcomes. Assessment of teacher characteristics fails to identify those characteristics peculiarly indigenous to teaching as a generic activity. Analysis of pedagogical behaviors fails to distinguish critical teaching acts from more general teacher characteristics interpretable in terms of teacher personality. Furthermore, no adequate basis is provided for normative interpretation of data pertaining to pedagogical behaviors. The use of rating scales to provide data about teacher characteristics or pedagogical behavior rests on assumed rather than demonstrated validity of results. Evidence of validity or meaningfulness is replaced by evidence of consistency which is often spurious. The first paper concludes with an outline of requirements for a more constructive approach to the task of teacher evaluation. In a second paper, an outline of a theory of teaching is sketched which conforms to these requirements. Realization of this theoretical structure in teaching assessment report forms is described. Tentative conclusions from trial use of forms-in-development and recommendations for additional data sources are discussed in terms of their potential contribution to improvement in teaching. 相似文献
72.
In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. 相似文献
73.
74.
Mildred Johnson Barbara Clawson 《Community College Journal of Research & Practice》2013,37(3):213-225
Abstract Purposes of the study were to (1) determine the extent to which occupational education instructors in postsecondary institutions in North Carolina used individualized instruction; and to (2) develop a model, evaluative measures, and guidelines for use in assessing individualized instruction approaches. An Individualized Instruction Inventory was designed to determine demographic data, practices, and attitudes of occupational education instructors. The sample consisted of instructors who had rated themselves as moderately to highly individualizing instruction. Inventories were returned by 77% of the 354 instructors in the sample. A discriminant analysis was used to determine demographic variables that differentiated (1) between instructors with high and low attitude scores; and (2) among instructors with high, average, and low practice scores. The four components of the model developed were (1) delineate information, (2) plan for data collection, (3) obtain information, and (4) provide information for decision making. Tasks to be completed within each phase were specified, and guidelines for use of the model were written. Evaluative measures appropriate for collecting the desired data were either selected or developed. 相似文献
75.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
76.
77.
78.
Helen Johnson 《Pastoral Care in Education》2004,22(3):22-28
In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
79.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
80.
The Franklin Institute, Philadelphia, Pennsylvania, awards the 2010 Benjamin Franklin Medal in Computer and Cognitive Science to Professor Shafrira Goldwasser for fundamental work contributing to the theoretical foundation of modern cryptography and leading to techniques that mathematically guarantee secure access to the internet. More precisely, she is recognized for key contributions in provable security and in particular for interactive and zero-knowledge proofs and their application to cryptography and complexity theory. 相似文献