全文获取类型
收费全文 | 2791篇 |
免费 | 53篇 |
国内免费 | 2篇 |
专业分类
教育 | 2273篇 |
科学研究 | 84篇 |
各国文化 | 30篇 |
体育 | 153篇 |
综合类 | 1篇 |
文化理论 | 25篇 |
信息传播 | 280篇 |
出版年
2023年 | 14篇 |
2022年 | 28篇 |
2021年 | 35篇 |
2020年 | 62篇 |
2019年 | 95篇 |
2018年 | 141篇 |
2017年 | 133篇 |
2016年 | 147篇 |
2015年 | 78篇 |
2014年 | 78篇 |
2013年 | 648篇 |
2012年 | 83篇 |
2011年 | 80篇 |
2010年 | 69篇 |
2009年 | 74篇 |
2008年 | 83篇 |
2007年 | 55篇 |
2006年 | 57篇 |
2005年 | 55篇 |
2004年 | 48篇 |
2003年 | 38篇 |
2002年 | 36篇 |
2001年 | 35篇 |
2000年 | 43篇 |
1999年 | 23篇 |
1998年 | 17篇 |
1997年 | 43篇 |
1996年 | 44篇 |
1995年 | 17篇 |
1994年 | 20篇 |
1993年 | 32篇 |
1992年 | 24篇 |
1991年 | 29篇 |
1990年 | 23篇 |
1989年 | 33篇 |
1988年 | 21篇 |
1987年 | 27篇 |
1986年 | 21篇 |
1985年 | 21篇 |
1984年 | 14篇 |
1983年 | 18篇 |
1982年 | 14篇 |
1981年 | 16篇 |
1980年 | 15篇 |
1979年 | 15篇 |
1978年 | 10篇 |
1977年 | 18篇 |
1976年 | 12篇 |
1973年 | 10篇 |
1971年 | 11篇 |
排序方式: 共有2846条查询结果,搜索用时 265 毫秒
51.
52.
Ruth King 《Action Learning: Research and Practice》2016,13(2):168-175
This account of practice focuses on my learning and development as a new Action Learning Facilitator. It reflects on my thoughts and feelings as I began to facilitate my own sets a year or so ago. It will discuss and reflect on topics such as communication, feedback, expectations (both mine, the set members and the organisations), values, ethics, power and confidentiality. It opens with a personal reflection on my experience of becoming a set facilitator and then explores other aspects of my learning. It draws out, in particular, the links between Action Learning and social work and the ways in which the principles that underpin each of these are complementary and mutually enhancing. 相似文献
53.
Limitations to teaching children 2 + 2 = 4: typical arithmetic problems can hinder learning of mathematical equivalence 总被引:1,自引:0,他引:1
McNeil NM 《Child development》2008,79(5):1524-1537
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7–9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __), switched lesson conditions, and solved math equivalence problems again. Correct solutions were less common following instruction with typical arithmetic problems. In a supplemental experiment, fifth graders (10–11 years old; N= 19) gave fewer correct solutions after a brief intervention on mathematical equivalence that included typical arithmetic problems. Results suggest that learning is hindered when lessons activate inappropriate existing knowledge. 相似文献
54.
55.
56.
A different type of charter school: in prestige charters,a rise in cachet equals a decline in access 总被引:1,自引:0,他引:1
This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children. 相似文献
57.
58.
59.
Chris Hanley Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318
ABSTRACTThe paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands. 相似文献
60.
Research indicates that affective attitudes such as liking of a subject and confidence in one’s ability within a subject predict
academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance.
This study examines the self-efficacy and liking of subjects of New Zealand students and analyses the relationship of those
attitudes towards academic performance in mathematics, writing, and reading by self-reported ethnicity. Data were obtained
from the norming samples from the Assessment Tools for Teaching and Learning project in New Zealand. Of special interest are
the relationships between attitude and performance for Pasifika and Tongan students in New Zealand. Tongan and Pasifika students
had positive attitudes, but their mean scores were not significantly different to other ethnic groups except in writing for
Tongan students. Tongan and Pasifika students did have lower academic performance than majority and Asian immigrant students
in all three subjects. The correlation between liking and self-efficacy was fundamentally zero for Tongan and Pasifika students,
while it was weakly positive for majority and Asian immigrant students. Together these results question the power of self-efficacy
and liking attitudes to predict academic performance for immigrant students from agrarian or traditional societies. Further,
the data suggest that ‘school effects’ are most likely explanations for this relationship, rather than lack of attachment,
opposition, or deficiency theories. 相似文献