全文获取类型
收费全文 | 1826篇 |
免费 | 18篇 |
国内免费 | 2篇 |
专业分类
教育 | 1310篇 |
科学研究 | 95篇 |
各国文化 | 18篇 |
体育 | 209篇 |
文化理论 | 25篇 |
信息传播 | 189篇 |
出版年
2021年 | 16篇 |
2020年 | 28篇 |
2019年 | 39篇 |
2018年 | 47篇 |
2017年 | 57篇 |
2016年 | 75篇 |
2015年 | 32篇 |
2014年 | 42篇 |
2013年 | 469篇 |
2012年 | 51篇 |
2011年 | 46篇 |
2010年 | 35篇 |
2009年 | 36篇 |
2008年 | 46篇 |
2007年 | 50篇 |
2006年 | 43篇 |
2005年 | 47篇 |
2004年 | 38篇 |
2003年 | 32篇 |
2002年 | 37篇 |
2001年 | 25篇 |
2000年 | 31篇 |
1999年 | 28篇 |
1998年 | 20篇 |
1997年 | 22篇 |
1996年 | 17篇 |
1995年 | 19篇 |
1994年 | 18篇 |
1993年 | 23篇 |
1992年 | 16篇 |
1991年 | 36篇 |
1990年 | 10篇 |
1989年 | 15篇 |
1988年 | 22篇 |
1987年 | 21篇 |
1986年 | 14篇 |
1985年 | 17篇 |
1984年 | 11篇 |
1983年 | 13篇 |
1982年 | 18篇 |
1981年 | 21篇 |
1980年 | 16篇 |
1979年 | 18篇 |
1978年 | 21篇 |
1977年 | 17篇 |
1976年 | 19篇 |
1975年 | 8篇 |
1974年 | 7篇 |
1969年 | 6篇 |
1967年 | 6篇 |
排序方式: 共有1846条查询结果,搜索用时 15 毫秒
31.
32.
33.
34.
This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive
science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings
combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such
settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator
as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’
strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between
children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural
perspective using the notion of communities of practice. Implications for the roles of education managers and their staff
in further research are developed. 相似文献
35.
Alan Thornton 《The International Journal of Art & Design Education》2011,30(1):31-36
Education as a liberating and democratic process remains an aim and belief in discourses within the field and beyond. The arts also have a tradition in which ‘artistic freedom’ is valued even if what constitutes artistic freedom is contested. In this article an educational discourse in which dialogue is considered a means to personal and collective liberation through education is highlighted and related to ‘artistic freedom’ and the dual roles of artist and teacher, in which learners and teachers are encouraged to contribute to and change culture as well as study and absorb it. Conceptualisations of the artist teacher and professional development and practices associated with these are considered to open up creative possibilities for art teachers without undermining other positive aspects of identity as a teacher and practitioner. 相似文献
36.
37.
Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize
and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing
effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article
is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers
with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of
professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom
management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the
opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context
of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot
application in one school. 相似文献
38.
Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
39.
The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school. 相似文献
40.