全文获取类型
| 收费全文 | 2832篇 |
| 免费 | 6篇 |
| 国内免费 | 6篇 |
专业分类
| 教育 | 2678篇 |
| 科学研究 | 14篇 |
| 各国文化 | 7篇 |
| 体育 | 67篇 |
| 综合类 | 39篇 |
| 文化理论 | 1篇 |
| 信息传播 | 38篇 |
出版年
| 2025年 | 3篇 |
| 2024年 | 11篇 |
| 2023年 | 27篇 |
| 2022年 | 39篇 |
| 2021年 | 82篇 |
| 2020年 | 155篇 |
| 2019年 | 87篇 |
| 2018年 | 189篇 |
| 2017年 | 140篇 |
| 2016年 | 104篇 |
| 2015年 | 63篇 |
| 2014年 | 141篇 |
| 2013年 | 345篇 |
| 2012年 | 161篇 |
| 2011年 | 205篇 |
| 2010年 | 208篇 |
| 2009年 | 194篇 |
| 2008年 | 199篇 |
| 2007年 | 177篇 |
| 2006年 | 104篇 |
| 2005年 | 60篇 |
| 2004年 | 41篇 |
| 2003年 | 28篇 |
| 2002年 | 32篇 |
| 2001年 | 20篇 |
| 2000年 | 6篇 |
| 1999年 | 8篇 |
| 1998年 | 2篇 |
| 1997年 | 3篇 |
| 1996年 | 2篇 |
| 1995年 | 2篇 |
| 1994年 | 2篇 |
| 1992年 | 1篇 |
| 1986年 | 1篇 |
| 1984年 | 1篇 |
| 1982年 | 1篇 |
排序方式： 共有2844条查询结果，搜索用时 15 毫秒
61.
62.
Maria Lucero Martin Valcke Tammy Schellens 《International Journal of Science Education》2013,35(8):1407-1423
This paper describes Ecuadorian in-service teachers and their science teaching practices in public primary schools. We wanted to find out to what extent teachers implement inquiry activities in science teaching, the level of support they provide, and what type of inquiry they implement. Four questionnaires applied to 173 teachers resulted in the identification of high context beliefs and moderately high self-efficacy beliefs. Teachers declared to implement activities mostly to develop understanding of the material, as contrast to actual manipulation of data and/or coming to conclusions. They adopt rather a strictly guided approach in contrast to giving autonomy to learners to work on their own. Finally, teachers keep control with regard to question formulation and choice in solution procedures, which constrains the development of real inquiry. When comparing teacher beliefs, we found that teachers' context beliefs make a difference in the level of support that teachers provide to their students. Teachers with lower context beliefs ask students to perform inquiry activities on their own to a lesser extent when compared with teachers with higher context beliefs. This implies that further research on the implementation of inquiry in science teaching should take into account teachers' differences in their context beliefs. We also found out that the use of high or low support in inquiry activities remained the same for teachers with either higher or lower self-efficacy beliefs. 相似文献
63.
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. 相似文献
64.
Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children. 相似文献
65.
Michelle L. Meadows Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362
ABSTRACTFederal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers. 相似文献
66.
中小学教师信息技术应用能力现状及培训建议 总被引：1，自引：0，他引：1
信息技术能力已成为信息化社会教师必备的专业能力,2014年6月,教育部颁布了《中小学教师信息技术应用能力标准(试行)》,开启了中小学教师新一轮信息技术应用能力提升培训。为了了解现阶段中小学教师信息技术应用能力水平,为能力提升培训的实施提供依据。该文以湖北、河南、安徽和广西四个省市中35个市区的414名中小学教师为调研对象,从标准的角度对其信息化应用能力现状开展较为全面的调研。结果表明中小学教师应用信息技术优化课堂教学能力的达标情况优于转变学习方式的能力。根据测评结果对中小学教师信息应用能力培训提出建议,也为我国推进信息化环境下教师队伍的建设提供借鉴。 相似文献
67.
68.
建构主义学习理论是当代主流的学习理论,其核心观点包括以下三个方面:学习是学习者的主动建构过程;学习依赖于个体已有的经验以及真实的情境;学习离不开社会性的交往和对话。以建构主义学习理论为基础的教师专业发展呈现出如下特征:教师专业发展是教师主动建构专业知识的过程;教师专业发展必须依托于真实的实践情境;教师专业发展离不开教师与专业伙伴的合作与对话。 相似文献
69.
谢依娜 《佳木斯教育学院学报》2013,(11)
在本文中,笔者通过参加高教司组织的\"大学英语教师网络在线培训\",结合自己对大学英语一线教学的经验和认识,得出了以下教学的新想法,即:要真正做到\"人机交互、课上课下交互\";要极大的重视学生听说能力的练习和提高;要强调\"常态化的\"英语环境。 相似文献
70.
Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment [National Audit Office (2005). Improving school attendance, London: The Stationery Office]. These initiatives often presuppose that pupils will receive adequate levels of guidance and support to help them make curricular, personal, social, and health decisions. However, little is heard from teachers and students undertaking initial teacher education courses on how they have been prepared for this extended role of supporting increasing diverse student populations; nor do we know how they define guidance/pupil support and integrate this with their concept of the professional role of a teacher. This article presents evidence from a one-year study of pupil support in Scotland commissioned by the Scottish Executive Education Department. The study provided evidence for The National Review of Guidance Provision in Scotland [Scottish Executive (2003). The national review of guidance. Edinburgh: Scottish Executive; Scottish Executive (2005). Happy, safe and achieving their potential. Edinburgh: Scottish Executive]. The study explored the views of all 32 local authorities in Scotland, a sample of students in training in two universities and teachers, headteachers and pupils in eight case study schools, and also a sample of their parents. This article focuses specifically on the findings relating to teachers and students in training. It identifies the ways in which they support pupils and how well they think they have been prepared for that task. Two dominant models of pupil support emerge from these data: an embedded and a specialist approach, and these vary according to school and education sector. Primary school teachers were more likely to embed pupil support into their concept of being teachers, whereas secondary teachers perceived it to be a separate, specialist function, which many were reluctant to undertake. Some implications for teacher education are highlighted. 相似文献