全文获取类型
收费全文 | 29986篇 |
免费 | 424篇 |
国内免费 | 156篇 |
专业分类
教育 | 25290篇 |
科学研究 | 2348篇 |
各国文化 | 19篇 |
体育 | 1003篇 |
综合类 | 1002篇 |
文化理论 | 7篇 |
信息传播 | 897篇 |
出版年
2024年 | 11篇 |
2023年 | 245篇 |
2022年 | 393篇 |
2021年 | 694篇 |
2020年 | 1065篇 |
2019年 | 1018篇 |
2018年 | 768篇 |
2017年 | 844篇 |
2016年 | 822篇 |
2015年 | 903篇 |
2014年 | 1928篇 |
2013年 | 3525篇 |
2012年 | 2613篇 |
2011年 | 2360篇 |
2010年 | 1492篇 |
2009年 | 1463篇 |
2008年 | 1644篇 |
2007年 | 1751篇 |
2006年 | 1688篇 |
2005年 | 1381篇 |
2004年 | 1190篇 |
2003年 | 938篇 |
2002年 | 722篇 |
2001年 | 508篇 |
2000年 | 278篇 |
1999年 | 108篇 |
1998年 | 58篇 |
1997年 | 54篇 |
1996年 | 28篇 |
1995年 | 11篇 |
1994年 | 25篇 |
1993年 | 13篇 |
1992年 | 9篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 8篇 |
1985年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1957年 | 2篇 |
排序方式: 共有10000条查询结果,搜索用时 46 毫秒
221.
Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored. 相似文献
222.
书院是我国古代高等教育的重要形式,到了清末由于特殊的历史、社会因素,书院由衰败转而变革,通过不同的变革方式,发展出近代高等教育的因素,在教学、课程、机构、体制诸方面对中国近代高等教育的发展产生了很大的影响。 相似文献
223.
李贵森 《天津职业院校联合学报》2001,3(1):39-41
文章重点论述了成人高校的德育工作,强调德育工作是实现培养合格人才任务的根本保证,必须予以高度重视并切实做好.该论文从分析成人高校德育工作的特点、当前存在的主要问题入手,提出了加强和改进成人高校德育工作的基本对策. 相似文献
224.
薛爱华 《太原大学教育学院学报》2001,(1):45-51
信息爆炸给教育带来了巨大的冲击,计算机技术已经成为现代信息社会的核心技术。只有正确认识计算机辅助地理学习(CALG)的含义和特点;把握CALG软件的类别和适用的教学形式;明确CALG发展的制约因素*及其在地理教育发展中的意义和前景,才能更好地开展计算机辅助地理学习,CALG才能够真正具有生命力。 相似文献
225.
Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC 下载免费PDF全文
Esperanza Vera‐Toscano Margarida Rodrigues Patricia Costa 《European Journal of Education》2017,52(2):217-231
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed. 相似文献
226.
In this paper, we describe an undergraduate educational psychology course that utilizes self-regulated learning as the organizing principle. The course aims to facilitate students' development in self-regulated learning and to promote students' understanding of how to embed instruction for self-regulated learning strategies into classroom teaching. In the first section of the paper, we develop the rationale for this position and identify underlying assumptions we believe should guide the development and implementation of such a program. In the second section of the paper, we demonstrate how we have incorporated these assumptions in a basic educational psychology course. 相似文献
227.
龙海霞 《沈阳教育学院学报》2007,9(6):20-23
认为课程与教学的生成性目标否定了预定目标对实际过程和手段的控制,主张教师、学生与教育情境的交互作用,在过程中不断生成新的目标,对教育者和学习者在教学中的主动性表现了应有的尊重。并从与教育相关的教师、学生、教学方式等因素出发,探究课程与教学的生成性目标得以实现的途径。 相似文献
228.
雷元洁 《太原教育学院学报》2003,21(1):76-78
了解学生的心理、生理特点、需求、学习能力、知识结构和预期目标,尊重学生,承认他们的优点、成绩和进步,承认差异,因材施教,创设一种轻松愉快的和谐的学习平台,才能变“要我学”为“我要学”;通过全方位的训练,使学生做到口到、眼到、手到、脑到,逐步学会阅读、现察思考、计算、分析讲述、动手操作。 相似文献
229.
高职高专教育已经是我国高等教育中一支重要的力量,本文通过对《汇编语言》和《微型计算机接口技术》这两门专业基础课的合并教学以及教学效果的对比,总结了在对离职高专教学改革工作的一些体会。 相似文献
230.
John Tiffin 《Education and Information Technologies》1996,1(2):143-150
A long term action research programme initiated in 1987 by the Department of Communication Studies at the Victoria University of Wellington, New Zealand, is seeking to develop a virtual class. The virtual class is regarded as the critical component of a new educational paradigm for an information society. The action research programme takes the form of a spiral of cyclical attempts to create a virtual class. Each attempt is seen as a syntagmatic episode of a virtual class paradigm attempted in the light of an existing paradigm. The results of each syntagmatic episode are seen as influencing the further development of the paradigm. 相似文献