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911.
赵艳杰 《黑龙江教育学院学报》2012,(11):80-82
新的科学教育理念强调,幼儿科学教育重在"做科学"的过程,而非仅仅是对幼儿进行科学知识的灌输。适宜发展方案(DAP)、5E教学模式、提问策略是幼儿科学教育的三个关键。从理论上对这三个关键进行相关论述,并结合案例对其进行了具体分析,以期能够帮助幼儿教师为"做科学"创造一个更为丰富的环境。 相似文献
912.
This article reports the results of a study that investigated junior high school students’ experiences with learning in mathematics lessons that were based on self-guidance, use of technology, and minimalist instruction. The study was part of a ClassPad project and data were obtained from reports written by the 23 students after the ClassPad project ended. A model describing the student’s process of mastering doing and learning mathematics through acquiring expertise processes was constructed by using grounded theory method. The mastery of doing and/or learning was reached either with satisfaction or dissatisfaction. Two different learning profiles, one concluding with students feeling satisfied with their learning and the other concluding with students feeling unsatisfied, illustrated the students’ typical processes. The findings further revealed that when the teacher’s role was minimized and the students had the opportunity to self-guide their learning in an environment with various materials and easy-to-use technology, student-centered learning occurred. 相似文献
913.
Co‐teaching is a widely used instructional approach to meet the needs of all students in inclusive classrooms across the globe. Despite the widespread implementation of the practice, little is known about how teachers are prepared to use it. This study examined the extent to which 77 teachers were prepared to use co‐teaching. Results indicated that a majority of the teachers are underprepared in its use. Recommendations and implications are discussed. 相似文献
914.
Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class. 相似文献
915.
随着欧洲近代学校分科课程的出现,学校道德教育究竟怎样进行成为学校教育中一个引起广泛关注和讨论的问题。赫尔巴特强调道德是学校教育的最高目标,主张通过各门课程知识的教学来进行道德教育,其教育性教学和教学性教育的思想对今天我国的道德教育以及课程教学的改革具有重要的启发价值。 相似文献
916.
黄维理 《长江工程职业技术学院学报》2004,21(4):4-6
在分析职业指导内涵的基础上,阐述了职教院校职业指导工作的任务、要求和途径;结合实际探索了开展职业指导工作的方式、方法. 相似文献
917.
肖艳丽 《淮北职业技术学院学报》2008,7(1):68-69
随着电子信息网络技术的快速发展,计算机辅助教学在化学教育中的应用越来越广泛,本文结合高职化学教学工作实践,对计算机辅助教学在化学课堂上的应用作了初步探索。 相似文献
918.
Univ. Prof. Dr. Tina Seidel 《Zeitschrift für Erziehungswissenschaft》2008,11(3):348-367
This review summarizes international empirical studies on criteria for school effectiveness between 1995-2004. The data comes
from a special study on this topic for the Dutch school inspectorate and has been re-analyzed for this contribution. In the
first section of the paper, effectiveness criteria are reviewed with regard to their role in theoretical models of school
effectiveness research. In the second section, empirical studies concerned with school and classroom effectiveness are reviewed
with a focus on the effectiveness criteria, which are applied. The results show that the range of criteria is small. Especially
regarding school effectiveness there is a tendency towards using pupils’ achievement in school subjects as effectiveness criteria.
School factors were mainly investigated using national or regional survey data. The third section of the paper deals with
perspectives for future research on school effectiveness, suggesting a broader set of effectiveness criteria.
相似文献
Tina SeidelEmail: |
919.
The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP + META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP + META were observed on both graph interpretation and graph construction (transfer task) with regard to alternative conceptions. Furthermore, observations indicated differential characteristics of discourse behaviors during small group interaction under these methods. The practical implications of the study are discussed. 相似文献
920.