全文获取类型
收费全文 | 1107篇 |
免费 | 13篇 |
专业分类
教育 | 862篇 |
科学研究 | 46篇 |
各国文化 | 13篇 |
体育 | 60篇 |
文化理论 | 20篇 |
信息传播 | 119篇 |
出版年
2022年 | 18篇 |
2021年 | 12篇 |
2020年 | 23篇 |
2019年 | 27篇 |
2018年 | 32篇 |
2017年 | 37篇 |
2016年 | 41篇 |
2015年 | 21篇 |
2014年 | 20篇 |
2013年 | 271篇 |
2012年 | 37篇 |
2011年 | 34篇 |
2010年 | 25篇 |
2009年 | 23篇 |
2008年 | 27篇 |
2007年 | 29篇 |
2006年 | 23篇 |
2005年 | 21篇 |
2004年 | 24篇 |
2003年 | 29篇 |
2002年 | 16篇 |
2001年 | 19篇 |
2000年 | 11篇 |
1999年 | 23篇 |
1998年 | 11篇 |
1997年 | 12篇 |
1996年 | 22篇 |
1995年 | 17篇 |
1994年 | 12篇 |
1993年 | 12篇 |
1992年 | 12篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 7篇 |
1987年 | 5篇 |
1986年 | 11篇 |
1985年 | 15篇 |
1984年 | 10篇 |
1983年 | 9篇 |
1982年 | 15篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 11篇 |
1977年 | 9篇 |
1974年 | 9篇 |
1971年 | 9篇 |
1969年 | 5篇 |
1967年 | 3篇 |
1960年 | 2篇 |
排序方式: 共有1120条查询结果,搜索用时 15 毫秒
991.
The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject-matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes. 相似文献
992.
Science & Education - Recent policy documents position engineering as a way to broaden participation for students in STEM fields. However, a recent review of the literature on engineering... 相似文献
993.
Graeme Douglas Mike McLinden Christopher Robertson Joseph Travers Emma Smith 《International Journal of Disability, Development & Education》2016,63(1):98-121
The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). Assessment policies and practice in three countries (England, Ireland and the US) are drawn upon to demonstrate how the framework usefully enables between-country comparisons and within-country analysis. This analysis shows that in comparison to Ireland, the US and England have highly developed system-based approaches to assessment which seek to “include all” (feature 1) and be “accessible and appropriate” (feature 2). However, the analysis highlights that a consequence of such assessment approaches is the narrowing of the curriculum around topics that are assessed (most notably literacy and mathematics). Such approaches therefore may be at the expense of wider curriculum areas that have value for all students, but often of particular value for those with SEND (feature 3). It is argued that within such systems there may be a danger of neglecting the third feature of the inclusive assessment framework, i.e. ensuring that the full breadth of the curriculum is assessed. A consequence of such an omission could be a failure to assess and celebrate progress in relation to educational outcomes that are relevant to a diverse range of students. 相似文献
994.
Ann S. Masten J. Douglas Coatsworth Jennifer Neemann Scott D. Gest Auke Tellegen Norman Garmezy 《Child development》1995,66(6):1635-1659
The structure and coherence of competence from childhood (ages 8–12) to late adolescence (ages 17–23) was examined in a longitudinal study of 191 children. Structural equation modeling was utilized to test a conceptual model and alternative models. Results suggest that competence has at least 3 distinct dimensions in childhood and 5 in adolescence. These dimensions reflect developmental tasks related to academic achievement, social competence, and conduct important at both age levels in U.S. society, and the additional tasks of romantic and job competence in adolescence. As hypothesized, rule-breaking versus rule-abiding conduct showed strong continuity over time, while academic achievement and social competence showed moderate continuity. Results also were consistent with the hypothesis that antisocial behavior undermines academic attainment and job competence. 相似文献
995.
Douglas J. Palmer Hissa M. Sadiq Patricia Lynch Dawn Parker Radhika Viruru Stephanie Knight 《The Journal of educational research》2016,109(4):413-423
Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers. 相似文献
996.
AbstractAlthough educational researchers have long tried to answer the question ‘Who reasons well?’, little has been done in regards to the influence of culture on argumentative reasoning quality. Among the factors that have been related with the construction of valid arguments, counterarguments and rebuttals by adults are: explicit argument training, task instructions and prior knowledge. No clear evidence exists regarding the influence of the ethnical background on the flaws or fallacies of reasoning. The present study applies the recent theory of paraschemes as a tool to identify university students’ paralogisms in a common argument-mapping task on everyday issues in two different cultural contexts: one European (Spain) and one Middle Eastern (United Arab Emirates). Our analysis showed that the influence of ethnical background was not statistically significant regarding the type and amount of paralogisms committed. On the contrary, the participants’ study major, being business or education, was shown to influence the production of argument fallacies. Implications of these findings for higher education are discussed. 相似文献
997.
Douglas L. Morgan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,3(3):35-49
This paper focuses on differences between the underlying principles of Western science and the knowledges and wisdoms of Indigenous peoples in such places as Australia, Southeast Asia, Africa, and Central and South America. It notes changing phases in the approaches to Indigenous Wisdoms and knowledges, and highlights the shifts from appropriation to appreciation and then accommodation. Nevertheless, major tensions remain, both within and between Western science and Indigenous knowledges and appreciations. This creates challenges for institutions of higher education, as well as for other bodies. 相似文献
998.
Sue Gerber Logan Scott Douglas H. Clements Julie Sarama 《Educational technology research and development : ETR & D》2005,53(2):25-39
In this study, we explore the extent to which two instructional techniques promote critical discourse in an online class on
educational standards and curriculum: instructor stance (challenging/nonchallenging) and topic level (higher order/lower order).
Posts from 25 students, across four modules, were analyzed. These four modules constituted approximately one third of the
course, and were selected because the professor was the sole facilitator for them. Results indicate that, regardless of topic
level, a challenging stance by the professor had a positive effect on the percentage of student posts that referenced readings
and theory. There was an interaction between level and stance on student use of reasoned argument. Lower order challenging
forums were associated with a greater percentage of reasoned posts. This may be due to the abstractness of the professor's
probes in higher order forums. Implications for future research include empirical investigations incorporating contextual
variables and qualitative studies to ascertain how students engage with bulletin boards. 相似文献
999.
Earl C. Butterfield Douglas J. Hacker Luann R. Albertson 《Educational Psychology Review》1996,8(3):239-297
To assess progress in understanding text revision, we review research reported since 1980, when process analyses of writing were beginning (Fitzgerald, 1987). A modernized version of the revision model by Flower, Hayes, Carey, Schriver, and Stratman (1986) was used to organize findings about how revision is influenced by environmentally posed rhetorical problems and actual text variables; by cognitive knowledge, strategies, and representations of the text being revised; by metacognitive understanding, monitoring, and control of knowledge and strategies; by interactions among these environmental, cognitive, and metacognitive influences; and by how working memory limits those interactive influences. These influences have been studied with a rich diversity of research approaches, and even though no part of the modernized model has been studied fully, and even though interactions of the model's parts have been examined minimally, clearly interpretable results have been reported about all of the model's parts. Substantial and encouraging progress has been made toward understanding text revision, and the stage has been set for more progress. We suggest investigations to increase understanding of revision and to promote integration of research and theory about reading and writing. 相似文献
1000.