全文获取类型
收费全文 | 595篇 |
免费 | 11篇 |
专业分类
教育 | 495篇 |
科学研究 | 15篇 |
各国文化 | 8篇 |
体育 | 18篇 |
文化理论 | 7篇 |
信息传播 | 63篇 |
出版年
2023年 | 3篇 |
2022年 | 9篇 |
2021年 | 10篇 |
2020年 | 9篇 |
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 33篇 |
2016年 | 32篇 |
2015年 | 22篇 |
2014年 | 22篇 |
2013年 | 118篇 |
2012年 | 21篇 |
2011年 | 14篇 |
2010年 | 21篇 |
2009年 | 24篇 |
2008年 | 13篇 |
2007年 | 19篇 |
2006年 | 16篇 |
2005年 | 12篇 |
2004年 | 17篇 |
2003年 | 14篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 12篇 |
1999年 | 15篇 |
1998年 | 3篇 |
1997年 | 12篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1982年 | 5篇 |
1980年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1971年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1912年 | 1篇 |
1900年 | 1篇 |
1885年 | 1篇 |
1882年 | 1篇 |
排序方式: 共有606条查询结果,搜索用时 31 毫秒
31.
This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation. 相似文献
32.
Annie Cheuk-ying Chan 《Teaching and Teacher Education》2011,27(6):982-985
In this study we explored whether compliance-without-pressure techniques, known to encourage adults to behave more altruistically, can be used to encourage children to do more academic work. Using three different approaches - Foot-in-the-Door, Door-in-the-Face, and Single-Request - we asked 60 6- to 8-year-old Hong Kong Chinese children to complete a 20-item arithmetic worksheet. The Door-in-the-Face technique was the most effective, eliciting the highest percentage of children who agreed to do the target task, requiring the least adult input to sustain engagement in the task, and producing the greatest amount of accurate work. 相似文献
33.
The amount of time, effort, and money expended in pursuit of a college degree makes it important that students choose a university that is a good fit for them. Unfortunately students often determine whether a university is a fit for them through trial and error. This research investigated student-university fit and its relationship with satisfaction and well-being. We assessed student-university fit by developing 18 fit factors and measuring needs for, and supplies of, those factors. We tested our hypotheses using polynomial regression analysis and response surface methodology. Data from 228 students suggest that student-university fit is predictive of students?? satisfaction with their university and psychological well-being. 相似文献
34.
Campbell Laurie O. Howard Cassandra Lambie Glenn W. Gao Xueying 《Education and Information Technologies》2022,27(6):8147-8163
Education and Information Technologies - Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the... 相似文献
35.
Tracy R. Nichols Margaret Brown Sheryl L. Coley Allyson Kelley Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88
The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population. 相似文献
36.
Believe that the findings and recommendations of the Elton Committee have much to offer schools for children with emotional and behavioural difficulties, as well as mainstream schools. They outline the way they have introduced 'assertive discipline' into behaviour management policy of the school. 相似文献
37.
38.
Medical librarians typically contribute to patient care from the confines of the library in response to practitioners' requests for literature searches, information pearls, and evidence-based information. While this model has long served the needs of active clinicians, the learning environment of residency programs is ripe for innovative librarian involvement. This paper illustrates how the librarian can become part of a clinical team outside of the library and provide real-time reference services while teaching by example. Benefits of the alliance include the integration of disciplines to provide enhanced resident learning and improved patient care. 相似文献
39.
Electronic field tripping is a relatively new form of large‐scale distance education that attempts to provide contextually rich learning materials embedded within a coherent educational content base. Using Dewey’s (1943) framework for the natural learning impulses of children, we describe the potential pedagogical benefits afforded by electronic field trips (EFTs). We outline a shift in distance education from a techno‐centric focus on hardware and logistics to the inherent features of children’s desires to explore their world, which represents an alteration of perspective and purpose in understanding computer technologies in classroom settings. Finally, we demonstrate that while each independent element of the EFT experience promotes one or more of Dewey’s impulses, bringing together all the resources provided for EFTs fosters deeper connections, more engaged learning, and contextualized distance learning true to the spirit of live field trips. 相似文献
40.