全文获取类型
收费全文 | 3039篇 |
免费 | 33篇 |
国内免费 | 10篇 |
专业分类
教育 | 2893篇 |
科学研究 | 20篇 |
各国文化 | 7篇 |
体育 | 74篇 |
综合类 | 42篇 |
文化理论 | 1篇 |
信息传播 | 45篇 |
出版年
2024年 | 4篇 |
2023年 | 25篇 |
2022年 | 38篇 |
2021年 | 84篇 |
2020年 | 163篇 |
2019年 | 112篇 |
2018年 | 204篇 |
2017年 | 155篇 |
2016年 | 116篇 |
2015年 | 81篇 |
2014年 | 157篇 |
2013年 | 397篇 |
2012年 | 163篇 |
2011年 | 220篇 |
2010年 | 221篇 |
2009年 | 202篇 |
2008年 | 211篇 |
2007年 | 180篇 |
2006年 | 117篇 |
2005年 | 67篇 |
2004年 | 45篇 |
2003年 | 30篇 |
2002年 | 33篇 |
2001年 | 24篇 |
2000年 | 6篇 |
1999年 | 9篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1992年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
排序方式: 共有3082条查询结果,搜索用时 15 毫秒
121.
Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice. 相似文献
122.
At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching. 相似文献
123.
In this critical review of literature, we summarize the major theoretical frameworks that have been used to study teacher mobility. In total we identified 40 teacher mobility studies that met our inclusion criteria. We conclude that relatively few theoretical frameworks have been used to study teacher mobility and those that have been used are lacking in several key areas. Specifically, none of the current teacher mobility theories are able to adequately account for the many teacher- and school-level factors that likely influence teachers’ professional decisions. Finally, we suggest a theoretical framework from the organizational psychology literature that can address the shortcomings of theories identified in this review. 相似文献
124.
Minh Hue Nguyen 《Asia-Pacific Journal of Teacher Education》2017,45(4):399-415
This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria’s practicum activity and examined how Maria’s professional identity developed through her negotiation of the contradictions. Data included interviews with Maria before, during and after the practicum, her reflections, an interview with her school mentor (Ms Davies, pseudonym), and relevant documents. The findings reveal that Maria experienced contradictions between her multiple identities of NNES, student, becoming teacher, and classroom teacher, between her mentor’s teaching approach and that of her own, and between her practice and rules. The findings provide implications for researching teacher identity and supporting preservice EAL teachers in developing productive teacher identities during the practicum. 相似文献
125.
This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides. 相似文献
126.
Monica Taylor Jennifer Goeke Emily Klein Cynthia Onore Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures. 相似文献
127.
Beatrice Avalos 《Teaching and Teacher Education》2011,27(1):10-20
A review of publications in Teaching and Teacher Education over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. 相似文献
128.
This paper uses results from a national survey of teachers in England to test a hypothesised model of teacher orientation to learning (consisting of beliefs, practice and experiences about learning) and its relationship to teacher learning change. Results from a structural equation modeling process of 1126 teacher survey responses show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence, via path analysis, on teacher learning change defined as a composite outcome of change in beliefs, practices and students. 相似文献
129.
Theresa Alviar-Martin Li-Ching Ho 《Teaching and Teacher Education》2011,27(1):127-135
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education. 相似文献
130.
Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty. 相似文献