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排序方式: 共有253条查询结果,搜索用时 15 毫秒
81.
This article presents a critical review of literature reporting the effects on parents of universal neonatal hearing screening (UNHS). It explores how parents experience the process and outcome of screening and in particular focuses on debates surrounding false positive identification, the evidence base for maternal/parental anxiety, consent, and family cultural/sociodemographic influences on the effective implementation of UNHS programs. These issues are then set within the context of events in the United Kingdom, where the Department of Health has recently initiated a program to pilot the introduction of universal neonatal hearing screening at 20 sites in England. 相似文献
82.
Strategy usage among deaf and hearing readers 总被引:1,自引:0,他引:1
High school youths who were prelingually and profoundly deaf, hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies. 相似文献
83.
Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific... 相似文献
84.
There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves. 相似文献
85.
Paul Andrews Andreas Ryve Kirsti Hemmi Judy Sayers 《Educational Studies in Mathematics》2014,87(1):7-26
Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed. 相似文献
86.
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88.
Rhys Gwyn 《欧洲师范教育杂志》1988,11(2):195-205
The article examines the rapid growth in the educational uses of information and communication technologies. Three phases in this use are identified, and the current phase is seen as especially problematic in the light of current technological developments.
The author sees the challenge to the classroom teacher as essentially a pedagogic and even cultural one, but this is not confined to microcomputers alone. The notion of technology convergence is a very powerful one, and the author describes a project for which he is currently responsible and which introduces into teacher education the element of collaborative distance learning via electronic networks. 相似文献
89.
Paul Horwitz Alina von Davier John Chamberlain Al Koon Jessica Andrews Cynthia McIntyre 《Community College Journal of Research & Practice》2017,41(6):341-343
ABSTRACTThe Teaching Teamwork Project is using an online simulated electronic circuit, running on multiple computers, to assess students’ abilities to work together as a team. We pose problems that must be tackled collaboratively, and log students’ actions as they attempt to solve them. Team members are isolated from one another and can communicate only through an online chat channel, but modifications to the circuit made by any team member, insofar as they alter the behavior of the circuit, can affect measurements made by the others. We log all relevant student actions, including calculations (using an online calculator), measurements (using an online multimeter), inter-student communications, and alterations made by the students to the circuit itself. Automated analysis of the resulting data sheds light on the problem-solving strategy of each team, sometimes with surprising results. 相似文献
90.
Paul Andrews 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):4-10
This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed. 相似文献