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81.
移动学习是移动通讯技术与数字化学习相结合的产物,它给学习者带来了随时随地学习的全新体验。论文介绍了通讯技术在移动学习中的应用,阐述了移动学习资源设计,及其设计的关键环节,并探讨几种常见的移动学习模式,最后,分析了移动学习中存在的问题。 相似文献
82.
In this paper, pupils’ misconduct in the classroom is interpreted as a change from on-task to off-task behaviour. This change entails a switch from a current learning behaviour to an activity that is more attractive to the student but that is seen as a discipline problem by the teacher. Thus, academic and non-academic goals of pupils rival one another. Motivational conflict theory is used to elaborate on the premise that a discipline problem is a consequence of goal shift. The theory is used to model off-task behaviour as a failure to coordinate academic and non-academic goals, to ask new research questions, and to draw practical conclusions about educational interventions. The paper closes with suggestions about how to strengthen pupils’ ability to coordinate goals and how teaching can fulfil the various needs pupils pursue. 相似文献
83.
传统的课堂教学设计在学习者分析、学习目标、策略设计和教学评价等几方面存在着不足.难以体现“以学生为本”的现代课堂教学设计的基本理念。运用R·M·加涅的学习结果分类理论可以改善现有的课堂教学设计,可以使错综复杂的课堂教学有一定的规律可循。 相似文献
84.
85.
Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education 总被引:1,自引:0,他引:1
Haim Eshach 《Journal of Science Education and Technology》2007,16(2):171-190
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part
discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal,
and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties
teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students,
and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive
and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning
and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and
out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper
into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit
the great potential that scientific field trips may offer.
This paper appears as a chapter in: Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools, Netherlands: Springer. 相似文献
86.
时间管理:远程教育学习支持的新视角 总被引:6,自引:0,他引:6
在分析远程学习者时间管理问题的基础上,初探了时间管理支持对远程学习者的重要意义,并提出时间管理支持应包含的主要内容,即进行时间管理行为训练;信息技术能力培养;建立在线时间管理监控系统。 相似文献
87.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
Michelle T. ChamberlinEmail: |
88.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included. 相似文献
89.
高职营销策划专业“四阶循环”培养模式研究 总被引:1,自引:0,他引:1
工学结合是提高高等职业教育质量的有效途径,校企合作又是开展工学结合的有效路径。开展以"校企互动,工学结合,分段导入,逐层契合,四阶推进,全程循环"为特征的人才培养模式是一种有益的探索与实践。 相似文献
90.