全文获取类型
收费全文 | 8246篇 |
免费 | 142篇 |
国内免费 | 7篇 |
专业分类
教育 | 6028篇 |
科学研究 | 497篇 |
各国文化 | 161篇 |
体育 | 697篇 |
综合类 | 3篇 |
文化理论 | 128篇 |
信息传播 | 881篇 |
出版年
2022年 | 47篇 |
2021年 | 75篇 |
2020年 | 149篇 |
2019年 | 211篇 |
2018年 | 287篇 |
2017年 | 307篇 |
2016年 | 292篇 |
2015年 | 220篇 |
2014年 | 239篇 |
2013年 | 1830篇 |
2012年 | 227篇 |
2011年 | 228篇 |
2010年 | 208篇 |
2009年 | 181篇 |
2008年 | 278篇 |
2007年 | 209篇 |
2006年 | 207篇 |
2005年 | 192篇 |
2004年 | 150篇 |
2003年 | 182篇 |
2002年 | 163篇 |
2001年 | 135篇 |
2000年 | 117篇 |
1999年 | 112篇 |
1998年 | 105篇 |
1997年 | 108篇 |
1996年 | 115篇 |
1995年 | 122篇 |
1994年 | 116篇 |
1993年 | 92篇 |
1992年 | 110篇 |
1991年 | 105篇 |
1990年 | 101篇 |
1989年 | 91篇 |
1988年 | 84篇 |
1987年 | 70篇 |
1986年 | 56篇 |
1985年 | 64篇 |
1984年 | 53篇 |
1983年 | 67篇 |
1982年 | 72篇 |
1981年 | 69篇 |
1980年 | 74篇 |
1979年 | 65篇 |
1978年 | 45篇 |
1977年 | 41篇 |
1976年 | 49篇 |
1975年 | 38篇 |
1974年 | 32篇 |
1973年 | 23篇 |
排序方式: 共有8395条查询结果,搜索用时 250 毫秒
991.
AbstractApplying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities from multiple courses in the program, we offer general principles of instruction for supporting mathematical inquiry at all grade levels. We contend that an awareness and application of the multiple facets of mathematical knowledge for teaching can be critical to supporting mathematical inquiry across the K-16 spectrum. 相似文献
992.
993.
994.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献
995.
David Corson 《The Australian Educational Researcher》1988,15(1):59-72
The problem of making education policies explicit and context independent is addressed in this paper. As a vehicle for discussion the paper examines a contemporary policy that has major shortcomings in the explicitness of its language: Australia’s “Participation and Equity Program”, a policy directed at increasing access to education by post-compulsory level students. Problems in making policies explicit and context independent are discussed. Policies are seen as complex messages whose meanings can become scrambled for implementers remote from the language community of policy framers. The links between speech communities and the limited contexts of policies are examined. The paper suggests the inauguration of a sociology of policy language in education to assist in policy design and dissemination. Its concluding sections recommend the kinds of applied work that that sub-discipline might engage in and strategies for improving the explicitness of policy language generally. 相似文献
996.
David Parker 《The International Journal of Art & Design Education》2001,20(3):296-301
The Education Projects section of the British Film Institute (bfi) is engaged in a range of activities which explore the ways in which moving image media might redefine the current curriculum. In the long term our aim is for this work to effect change at policy level by raising awareness of the educative potential of moving image media both as a means of contextualising other subject areas and as an area of study in its own right. This paper describes the rationale behind one pilot project based in a number of Education Action Zones (EAZs). The aim of the project — called ‘Story Shorts’— is to use films as a resource to develop both print literacy and cineliteracy. After an overview of current research in the area of media and literacy, this paper moves on to describe the ‘Story Shorts’ pilot in some detail. It then focuses on some of the theoretical arguments which suggest this kind of scheme may be a way forward for new curriculum design. 相似文献
997.
998.
Laura J. Nicholson David W. Putwain Ghada Nakhla Benjamin Porter Anthony Liversidge Monika Reece 《Journal of Experimental Education》2019,87(1):139-160
A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation. 相似文献
999.
David Starr‐Glass 《Assessment & Evaluation in Higher Education》2005,30(2):195-207
This paper considers efforts made in evaluating a distance‐learning course, which was intended to prepare students for working on an undergraduate dissertation in business and economic areas. Course delivery had stressed a tutorial approach with an emphasis on individual mentor–student exchanges. Given the nature of the learning approach and the backgrounds of the students, an attempt was made to open the evaluation process to participants and allow them to articulate their learning experiences. In seeking this end, the evaluation employed both metaphor and mapping techniques to chart the experiences that had been provoked by the learning encounters. 相似文献
1000.