全文获取类型
收费全文 | 2019篇 |
免费 | 42篇 |
国内免费 | 16篇 |
专业分类
教育 | 1695篇 |
科学研究 | 171篇 |
各国文化 | 1篇 |
体育 | 73篇 |
综合类 | 85篇 |
信息传播 | 52篇 |
出版年
2024年 | 2篇 |
2023年 | 4篇 |
2022年 | 24篇 |
2021年 | 45篇 |
2020年 | 42篇 |
2019年 | 40篇 |
2018年 | 33篇 |
2017年 | 40篇 |
2016年 | 32篇 |
2015年 | 68篇 |
2014年 | 191篇 |
2013年 | 159篇 |
2012年 | 205篇 |
2011年 | 213篇 |
2010年 | 145篇 |
2009年 | 127篇 |
2008年 | 129篇 |
2007年 | 151篇 |
2006年 | 116篇 |
2005年 | 98篇 |
2004年 | 78篇 |
2003年 | 49篇 |
2002年 | 40篇 |
2001年 | 16篇 |
2000年 | 19篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1996年 | 1篇 |
1994年 | 3篇 |
1993年 | 1篇 |
排序方式: 共有2077条查询结果,搜索用时 15 毫秒
191.
Ragnhild Löfgren Viveca Lindberg 《Assessment in Education: Principles, Policy & Practice》2019,26(3):259-277
The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed. 相似文献
192.
培养新型农民对策研究——基于教育学视角 总被引:4,自引:0,他引:4
在界定新型农民的基础上,针对当前我国农民整体素质不高的现状,从农村教育的教育价值取向、教育目标、教育制度、教育内容、教育经费、教育的发展方向等教育学的视角来探讨培养新型农民的对策。 相似文献
193.
194.
冯羽 《南京晓庄学院学报》2006,22(5):1-8
本文通过解读香港中文大学哲学博士何荣汉的陶研新著,在回顾陶行知认信问题研究史的同时,试图说明什么是陶行知研究中的“跨文化视角”,以及它是如何助成人们摆脱长久以来在陶行知是“基督徒”、还是“非基督徒”等一系列信仰认知问题上的纠结的。 相似文献
195.
刘淑华 《涪陵师范学院学报》2002,18(2):83-84
从哲学高度认识、分析和把握法律本质是法律教学中的一种重要方法。运用历史唯物主义原理、现象与本质、经济基础与上层建筑的关系以及法律在调整社会关系中的作用均可以认识、分析和把握法律本质。 相似文献
196.
王秀兰 《河南广播电视大学学报》2001,(3):9-11
语言和文化紧密相联。语言是文化的载体,是反映文化的一面镜子。文化制约着语言的形式,不同民族的文化差异呈现在语言系统的不同层面上,表现出语言的差异。汉英礼俗词语的差异究其根源是中西文化在价值观念、社会结构及文化取向的差异。 相似文献
197.
Referential perspective and instruction: A study on teacher-student interaction and text remembering
The aim of this paper is to study the role ofteacher-student interaction, in the acquisitionof text comprehension and memory skills from asocio-cultural approach. In our view, one ofthe most important areas of neglect in cognitive research in this field is the interactional nature of that development. We intend to establish the way in which teacher-student interaction and, specially, the use of some specific semiotic means mayfacilitate the acquisition and internalizationof general strategies for understanding andremembering expository texts. The role ofreferential perspective (Wertsch, 1989) in theinternalization of complex text study actionsis analysed.The task was to study three expository textsthat were similar in their structure. Thecontent of the texts was analysed in terms ofidea-units (Meyer, 1984). Each text was formedby idea-units from three different levels: mainideas, secondary ideas and details. A categorysystem for the analysis of study and recall ofthe text is developed. In the study phase theanalysis proceeded in two steps: study actionsand text ideas. In the recall phase, two types ofindexes (number of ideas and degree ofclustering) were considered. For the analysisof instructional actions, both the nature ofinstruction and referential perspective wasrecorded. 相似文献
198.
The current study utilized constant comparative thematic analysis to uncover antecedents of student misbehavior from the perspective of collegiate instructors. Results indicated nine distinct antecedents of student misbehavior that were classified into three distinct categories: deficiency antecedents, belief antecedents, and external antecedents. These findings extend previous research on antecedents of student misbehavior by forwarding a more nuanced classification structure that centers on attribution theory as an explanatory mechanism. Overall, by understanding the potential reasons that underlie student misbehavior, educators can create more meaningful and enriching experiences for students by thoughtfully addressing these problematic behaviors and the underlying conditions that promote them. 相似文献
199.
200.
Development and Use of the Approaches to Teaching Inventory 总被引:2,自引:0,他引:2
This paper describes how research into approaches to university teaching, from a relational perspective, has been used to develop an inventory to measure the key aspects of the variation in approaches to teaching. The Approaches to Teaching Inventory (ATI) is one of several that derive from the research perspective applied by Marton and colleagues in Europe (Marton, F., Hounsell, D., and Entwistle, N. (eds.) (1997). The Experience of Learning, 2nd edn., Scottish Academic Press, Edinburgh) to student learning. A feature of these inventories is that they measure the response of a group to a particular context, rather than more general characteristics of individuals in that group. Studies using these inventories have consistently shown relations between students' approaches to learning and the quality of their learning outcome. The question of interest to many university teachers is whether there are relations between the way teachers approach their teaching and ways their students approach their learning. This question was answered in a study published in 1999 that used the ATI to show that teacher-focused approaches to teaching were associated with students' reproducing orientations. Subsequent research revealed that in subjects where teachers adopted more student-focused approaches to teaching, their students adopted a deeper approach to learning. Some recent research using the inventory is reviewed along with an analysis of the validity of the ATI. The current version of the inventory is reproduced in this paper. 相似文献