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981.
In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural
perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present.
Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas
while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace
change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been
useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there
needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others
in the field.
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
Geraldine McDonaldEmail: |
Joanna Higgins is Associate Director of the Jessie Hetherington Centre for Educational Research and Director of the Mathematics Education Unit at Victoria University of Wellington, New Zealand. The primary focus of her research has been the teaching of elementary school mathematics incorporating four interrelated areas: children’s learning; teachers’ understanding and practice; the process of facilitation; and the links to policy. Studies from a sociocultural perspective include: teachers’ pedagogical content knowledge; models of facilitation for improving teacher knowledge and practices, representing mathematical ideas in teaching tasks, and classroom processes for mathematics teaching. She is particularly interested in exploring transformative practices that foster equitable outcomes for all learners. The investigations have had an impact on government policy in mathematics teacher education. In 2006 she won a contract to be the National Research Co-ordinator for the In-service Teacher Education Practice (INSTEP) Project. She gained her doctorate from Victoria University of Wellington in 1999. Geraldine McDonald is Research Associate in the School of Education Studies Victoria University of Wellington. Formerly she was Assistant Director of the New Zealand Council for Educational Research where she established the first program of research in early childhood education. She encountered exciting uses of Vygotskyan ideas when she was at Teachers College Columbia University in 1981. Her own first use of sociocultural theory was a study of early writing as a cultural artifact and this expanded to the study of classrooms. She is interested in the demographic characteristics of school populations and has for a long time argued against the use of psychometric tests standardized for age to compare population groups which differ in age at grade level. The results are unfair to disadvantaged groups which tend to be older for grade level than advantaged groups. She gained her doctorate from Victoria University of Wellington in 1976 and in 1993 the university awarded her an honorary DLit. She was the foundation president of the New Zealand Association for Research in Education. 相似文献
982.
傅荧 《四川教育学院学报》2005,21(9):97-100
本文根据层次分析法和多目标决策理论,结合集装箱码头泊位生产系统的特点,研究提出了集装箱码头泊住生产效率的评价指标体系和评价方法,并通过典型集装箱码头公司的实际生产效率指标分析对比,对该指标体系进行了具体说明。 相似文献
983.
言语交际中的信息差 总被引:3,自引:0,他引:3
聂莉娜 《信阳师范学院学报(哲学社会科学版)》2002,22(2):48-52
信息差是言语交际中信息发送与接受间的不等值现象,它主要表现为信息冗余和信息损耗两种类型,无论哪一种都可能由编码和解码任何一方引起。信息差有正面作用也有负面作用,我们可以根据交际需要对其实行有效控制。 相似文献
984.
Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests
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Gary L. Canivez Stefan C. Dombrowski Marley W. Watkins 《Psychology in the schools》2018,55(7):741-769
This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample. 相似文献
985.
杨冠英 《新乡师范高等专科学校学报》2007,21(1):145-147
我国政府与高校关系的调整,经历了从高度集权到适当放权的艰难曲折的过程。在高等教育大众化进程中,我国政府与高校关系调整的思路是:政府应朝着“小政府”和“国家监督模式”转变;政府应继续放权,使高校真正成为独立的办学实体;为了实现“双赢”,高校应准确把握与政府关系调整的“度”。 相似文献
986.
地方高师新生的心理与调适 总被引:1,自引:0,他引:1
曹荣清 《沈阳教育学院学报》2002,4(4):60-61
笔者先后对沈阳大学师范学院1999、2000级入学的新生进行心理问卷调查,调查结果反映了一些新生入学后的某些心理不适应现象。本文据此提出了几点调适新生心理的方法与途径。 相似文献
987.
李爱萍 《山西广播电视大学学报》2005,11(3):30-31
健康的心理不仅是大学期间正常学习、交往、生活、发展的基本保证,而且对大学生的其他素质的发展都有很大的影响。有些大学生不敢面对现实,没有足够的勇气接受现实的挑战,缺乏和谐的人际关系,使其在生活和学习中不能得到全面的发展。 相似文献
988.
人民币汇率升值压力的经济根源与调节政策 总被引:2,自引:1,他引:2
人民币汇率由于我国国际收支顺差和外汇储备的不断增加而承受着升值压力。但把人民币汇率升值压力的根源归结为人民币汇率低估是没有根据的。人民币汇率升值压力的形成根源于我国相对劳动力价值或价格低及由此产生的直接和间接效应。因此,正确的选择不是改变人民币汇率本身,而是调节相对劳动力价值或价格。 相似文献
989.
雷保森 《孝感职业技术学院学报》2003,6(1):85-88
中学生具有好奇心较强、常常产生逆反心理、友谊需求迫切、可塑性强等特点,因此座位氛围给中学生带来的影响是直接而有效的。对中学生的座位进行合理编排与适时调整,可以为他们营造一个适宜的学习氛围。 相似文献
990.
为了贯彻党的"十五"计划,以及实现全面建设小康社会的战略目标,思茅市积极进行农村产业结构调整.在此背景下,指出了现阶段思茅市在农村科技推广和提高农村劳动力素质方面存在的一些问题,以及它们对思茅市农村产业结构调整的影响,并分析了造成现存问题的原因,最后提出了相应的对策和建议. 相似文献