全文获取类型
收费全文 | 1830篇 |
免费 | 36篇 |
国内免费 | 2篇 |
专业分类
教育 | 1567篇 |
科学研究 | 165篇 |
各国文化 | 2篇 |
体育 | 39篇 |
综合类 | 36篇 |
信息传播 | 59篇 |
出版年
2024年 | 3篇 |
2023年 | 5篇 |
2022年 | 16篇 |
2021年 | 37篇 |
2020年 | 81篇 |
2019年 | 64篇 |
2018年 | 68篇 |
2017年 | 65篇 |
2016年 | 77篇 |
2015年 | 49篇 |
2014年 | 105篇 |
2013年 | 292篇 |
2012年 | 160篇 |
2011年 | 143篇 |
2010年 | 74篇 |
2009年 | 76篇 |
2008年 | 91篇 |
2007年 | 96篇 |
2006年 | 87篇 |
2005年 | 87篇 |
2004年 | 70篇 |
2003年 | 49篇 |
2002年 | 26篇 |
2001年 | 21篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 3篇 |
排序方式: 共有1868条查询结果,搜索用时 31 毫秒
971.
972.
陈明华 《西南师范大学学报(人文社会科学版)》2001,27(2):142-144
文学作品是作家生命体验的凝结。这一体验具有情感诗意化、意理深刻化、感受个性化的特持。文学教育是一种“以身体之,以心验之”的行为,是一种叩问价值的精神活动。只有把学生置于文学的价值世界中,让其领受诗意情感,提升生命价值,感悟自由精神,才是文学教育的美学蕴涵。 相似文献
973.
John Edmonstone 《Action Learning: Research and Practice》2014,11(1):25-41
The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning – in terms of the locus of a set's work; from the viewpoint of an organisation using action learning; in terms of the different ways in which learning is used and as distinguishing between technical and practical knowledge. It addresses the question of whether action learning is suited for wicked problems only. The challenge to action learning provided by appreciative inquiry is examined and a range of conclusions is offered. 相似文献
974.
975.
976.
智慧教育环境是支持教育共同体开展教育活动的智能化空间和条件,是智慧教育成功实施的基础和保障,具有感知化、泛在化、个性化、融合性、预知性、动态平衡等特征。文章在分析智慧教育环境构成要素的基础上,提出了智慧教育环境的系统模型。该模型以教育共同体为中心,利用物联网、云计算等先进技术智能感知教育环境,创设智慧教育情境,并通过情境感知方式进行情境推理、获取情境信息,为教育活动的顺利开展提供个性化的资源、工具和服务。此外,以智慧教育环境的系统模型和设计原则为指导,提出了智慧教育探究基地的初步设计思路,期望能够对智慧教育环境的建设提供一定的指导。 相似文献
977.
978.
The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian perspective, where social life is understood as being tied to a context, or ‘the site of the social’, we examine teachers’ experiences as practitioner researchers in NSW and Singapore. We also argue that practitioner research has been remodelled and re-interpreted differently in different contexts and that cultural context is a potent constituent of the practice architecture that prefigures practitioner research. Using data collected from interviews with 42 participants comprising academics, policy makers and teachers, we specifically illuminated those contextual/cultural characteristics respondents identified as factors that actively shape teachers’ experiences as practitioner researchers. 相似文献
979.
Jen Skattebol 《Asia Pacific Journal of Education》2014,34(3):351-365
Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research. 相似文献
980.
黄荣胜 《江西教育学院学报》2014,(6):23-26
目前科学探究已经成为一种常用的教学方式,在探究过程中常常要结合适当的研究方法,特别是"设计实验与制定计划"、"进行实验与收集证据"、"分析与论证"和"评估"四个要素。文章将结合实例阐述如何在初中物理实验探究过程中进行研究方法的渗透。 相似文献