全文获取类型
收费全文 | 3109篇 |
免费 | 65篇 |
国内免费 | 1篇 |
专业分类
教育 | 2332篇 |
科学研究 | 160篇 |
各国文化 | 44篇 |
体育 | 246篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 355篇 |
出版年
2022年 | 26篇 |
2021年 | 26篇 |
2020年 | 48篇 |
2019年 | 96篇 |
2018年 | 110篇 |
2017年 | 125篇 |
2016年 | 113篇 |
2015年 | 66篇 |
2014年 | 103篇 |
2013年 | 730篇 |
2012年 | 69篇 |
2011年 | 71篇 |
2010年 | 65篇 |
2009年 | 66篇 |
2008年 | 74篇 |
2007年 | 84篇 |
2006年 | 71篇 |
2005年 | 62篇 |
2004年 | 48篇 |
2003年 | 58篇 |
2002年 | 56篇 |
2001年 | 54篇 |
2000年 | 75篇 |
1999年 | 50篇 |
1998年 | 34篇 |
1997年 | 35篇 |
1996年 | 27篇 |
1995年 | 34篇 |
1994年 | 27篇 |
1993年 | 38篇 |
1992年 | 42篇 |
1991年 | 41篇 |
1990年 | 39篇 |
1989年 | 29篇 |
1988年 | 22篇 |
1987年 | 27篇 |
1986年 | 23篇 |
1985年 | 35篇 |
1984年 | 23篇 |
1983年 | 18篇 |
1982年 | 25篇 |
1981年 | 28篇 |
1980年 | 16篇 |
1979年 | 28篇 |
1978年 | 24篇 |
1977年 | 13篇 |
1976年 | 18篇 |
1975年 | 11篇 |
1974年 | 15篇 |
1968年 | 10篇 |
排序方式: 共有3175条查询结果,搜索用时 15 毫秒
51.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
52.
H. A. Smith J. E. Dyment A. Hill J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317
This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education. 相似文献
53.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
54.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
55.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
56.
Sally Hruska 《Early Childhood Education Journal》1984,12(2):36-38
Teacher, I can read all the names on the locker, said Nikki, and to her teacher's amazement, she did. The teacher had expected this class of three year olds to learn to recognize their own names, but she hadn't forseen that some would learn all the other children's names as well.Sally Hruska, a former early education teacher, is a doctoral student at Michigan State University in Lansing. The teachers from Marquette-Alger Head Start provided many of the teaching ideas in this article. 相似文献
57.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
58.
59.
Jill Porter 《International Journal of Disability, Development & Education》2019,66(2):133-150
ABSTRACTThe focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness. 相似文献
60.
Developing local oral reading fluency cut scores for predicting high‐stakes test performance 下载免费PDF全文
Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献