全文获取类型
收费全文 | 377篇 |
免费 | 7篇 |
国内免费 | 11篇 |
专业分类
教育 | 283篇 |
科学研究 | 38篇 |
各国文化 | 6篇 |
体育 | 25篇 |
综合类 | 9篇 |
信息传播 | 34篇 |
出版年
2023年 | 7篇 |
2022年 | 1篇 |
2021年 | 7篇 |
2020年 | 9篇 |
2019年 | 8篇 |
2018年 | 10篇 |
2017年 | 7篇 |
2016年 | 6篇 |
2015年 | 7篇 |
2014年 | 21篇 |
2013年 | 57篇 |
2012年 | 29篇 |
2011年 | 23篇 |
2010年 | 22篇 |
2009年 | 29篇 |
2008年 | 27篇 |
2007年 | 29篇 |
2006年 | 22篇 |
2005年 | 15篇 |
2004年 | 8篇 |
2003年 | 10篇 |
2002年 | 5篇 |
2001年 | 13篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有395条查询结果,搜索用时 187 毫秒
21.
发挥发展性教师评价的激励功能 总被引:4,自引:0,他引:4
发展性教师评价已成为国际上教师评价的发展趋势,我们要发挥其应有的激励功能,促进教师的专业发展,从而最终促进学生的发展。进行发展性教师评价时,要注意评价内容的全面性、评价方法的多样化、评价主体的多元化和评价的教育性与发展性。 相似文献
22.
丁金珠 《湖北广播电视大学学报》2010,30(12):95-96
礼貌是人际交往的前提条件,中西方礼貌用语的差异导致跨文化交际中出现不必要的障碍。本文通过对比分析英汉礼貌准则和礼貌语用的差异性,分析了英汉礼貌文化交际语用失误的成因。 相似文献
23.
24.
In the Grow Your Own Teacher (GYOT) program, an initiative developed by a university located on Long Island, New York, and funded by a congressionally-directed grant, a diverse cohort of 11th grade low-income students were financially, academically, and emotionally supported in their goal of becoming math or science teachers in predominantly high needs local school districts. In this article, the formation and solidifying of the developmental relationships, which underscored this intensified mentoring effort, were examined. Throughout the selection and implementation phases of the GYOT program, data were collected from multiple sources from both the secondary and post-secondary levels and analyzed to illuminate the organizational structures, activities, and techniques, the relationship-building elements, which enabled these students to flourish and successfully address personal challenges in acquiring a college degree. 相似文献
25.
林良章 《福建师大福清分校学报》2003,(Z1):114-119
课堂教学应发挥评价语发展性功效.丰富性、开放性、真诚性、导向性、科学性、激励性、幽默性、独特性、有效性是课堂教学评价语做到发展性要强调的九大方面. 相似文献
26.
This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other
work with children with disabilities. The research project that is described examines typical infant development with special
attention to musical relatedness and communication. Videotapes of sessions centering on musical play with typically-developing
infants and of music therapy sessions of children with multiple severe disabilities are examined in light of developmental
issues, conceptual frameworks, and relationships between typical development and developmental issues of children with disabilities.
Greenspan’s model of psychosocial development is used as a basis for analyzing observations.
This research was conducted over a period of several years. Portions of what is reported here were presented at the European
Music Therapy Congress, Naples, Italy (Wheeler and Stultz 2001) and the 10th World Congress of Music Therapy, Oxford, UK (Wheeler and Stultz 2002). Thanks to Elizabeth Rightmyer for very helpful feedback on the article. 相似文献
27.
28.
文章对中西古代文化进行比较,从宗教信仰、自然观、认识与思维、历史与保护等四个方面分别进行阐述,试图从中西文化上的差异上找出中西古代建筑形式与空间不同的根源,从而促进建筑文化的发展. 相似文献
29.
中国古代的士人构成了王朝统治的中坚力量。武士则是日本中世纪社会的重要倚仗力量。中国的士人最初是带有更多尚武精神内涵的,社会精英阶层的价值取向往往影响民族精神,对比二者及其各自文明的道路可以借鉴后者对培育昂扬向上、勇于迎接挑战的民族精神方面的可取之处,也使得通过差异对比继承和发展中华民族文化,培育奋发有为的中华民族精神。 相似文献
30.
Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution. 相似文献