全文获取类型
| 收费全文 | 38287篇 |
| 免费 | 316篇 |
| 国内免费 | 209篇 |
专业分类
| 教育 | 29011篇 |
| 科学研究 | 2569篇 |
| 各国文化 | 78篇 |
| 体育 | 3836篇 |
| 综合类 | 2214篇 |
| 文化理论 | 7篇 |
| 信息传播 | 1097篇 |
出版年
| 2025年 | 26篇 |
| 2024年 | 151篇 |
| 2023年 | 359篇 |
| 2022年 | 488篇 |
| 2021年 | 815篇 |
| 2020年 | 1240篇 |
| 2019年 | 1178篇 |
| 2018年 | 870篇 |
| 2017年 | 953篇 |
| 2016年 | 888篇 |
| 2015年 | 975篇 |
| 2014年 | 2091篇 |
| 2013年 | 4334篇 |
| 2012年 | 3055篇 |
| 2011年 | 2723篇 |
| 2010年 | 1841篇 |
| 2009年 | 1829篇 |
| 2008年 | 2054篇 |
| 2007年 | 2219篇 |
| 2006年 | 2220篇 |
| 2005年 | 1978篇 |
| 2004年 | 1776篇 |
| 2003年 | 1429篇 |
| 2002年 | 1176篇 |
| 2001年 | 873篇 |
| 2000年 | 508篇 |
| 1999年 | 254篇 |
| 1998年 | 157篇 |
| 1997年 | 113篇 |
| 1996年 | 59篇 |
| 1995年 | 29篇 |
| 1994年 | 45篇 |
| 1993年 | 33篇 |
| 1992年 | 11篇 |
| 1991年 | 3篇 |
| 1990年 | 2篇 |
| 1989年 | 10篇 |
| 1988年 | 1篇 |
| 1985年 | 8篇 |
| 1984年 | 8篇 |
| 1983年 | 2篇 |
| 1982年 | 3篇 |
| 1981年 | 5篇 |
| 1980年 | 2篇 |
| 1979年 | 4篇 |
| 1978年 | 6篇 |
| 1977年 | 4篇 |
| 1976年 | 2篇 |
| 1957年 | 2篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
21.
Jeannie Daniels 《International Journal for Academic Development》2017,22(2):170-181
Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I argue that professional learning must challenge accepted wisdom, and that this is possible while still adhering to the standards required for professional legitimacy. Developing praxis is suggested as a way of producing relevant and active professional learners while still addressing the professional standards required for quality assurance. 相似文献
22.
赵鸽尔 《湖州师范学院学报》1999,21(6):76-78
针对现今体育教学中的弊端,指出了教学改革的重要性和必要性,并根据高校体育教学的实际进行一些建设性的思考,提出一些改革措施,使高校体育教学更适应现代社会的发展需要. 相似文献
23.
It has become increasingly common for tasks traditionally carried out by engineers to be undertaken by technicians and technologist with access to sophisticated computers and software that can often perform complex calculations that were previously the responsibility of engineers. Not surprisingly, this development raises serious questions about the future role of engineers and the education needed to address these changes in technology as well as emerging priorities from societal to environmental challenges. In response to these challenges, a new design module was created for undergraduate engineering students to design and build temporary shelters for a wide variety of end users from refugees, to the homeless and children. Even though the module provided guidance on principles of design thinking and methods for observing users needs through field studies, the students found it difficult to respond to needs of specific end users but instead focused more on purely technical issues. 相似文献
24.
25.
The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010 相似文献
26.
记忆与外语学习 总被引：1，自引：0，他引：1
尤肖南 《扬州大学学报(高教研究版)》2003,(Z1)
我们大脑将短时记忆的信息进行复述、复习或系统化,短时记忆的信息便可转化成长时记忆的信息。然而识记后所进行的各式各样的心理活动的干扰作用妨碍了记忆,由此引起遗忘。但辩证地看,这正是人脑自动调节的优越性。一些关系不大或不再有意义的信息,遗忘是必要的。有失才有得,这就是记忆的辩证法。知识是以一种系统的方式构成的,所有记忆方法都基于信息的构造,这样信息便易于保持记忆痕迹,克服遗忘,提高外语学习的效率。通过认识我们自身的认知能力,特别是记忆的几个阶段,了解和掌握遗忘规律,并且合理运用一些记忆策略、技巧和步骤,我们的外语学习就有可能获得事半功倍的效果。 相似文献
27.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
28.
The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answer-type questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference. 相似文献
29.
This paper reports on research conducted over a two‐year period in a large Educational Psychology Service (EPS) in England. Researchers were keen to ascertain the views of young people and EPS members about young people being directly involved in educational decision‐making and how their genuine involvement in such decision‐making might be best achieved. Focus groups were employed as a means of gathering data which were analysed using Content Analysis. Young people and EPS members ultimately identified “culture”, “attitudes”, “environment”, and “systems” as being the most important factors in ensuring the genuine involvement of young people in decision‐making. 相似文献
30.
Gamified teaching is a pedagogical strategy that utilizes principles of gaming in the structure of assignments and grading. When students are allowed to engage in gameful educational experiences, they are given the freedom to choose their own pathway through assignments in order to better customize their learning. This article presents a rationale for gamified teaching and outlines the various elements of this instructional approach. In addition, guidance is provided on how to convert a traditional course to a gamified class. 相似文献