全文获取类型
| 收费全文 | 723篇 |
| 免费 | 26篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 602篇 |
| 科学研究 | 21篇 |
| 各国文化 | 6篇 |
| 体育 | 30篇 |
| 综合类 | 1篇 |
| 文化理论 | 8篇 |
| 信息传播 | 82篇 |
出版年
| 2023年 | 3篇 |
| 2022年 | 5篇 |
| 2021年 | 14篇 |
| 2020年 | 20篇 |
| 2019年 | 26篇 |
| 2018年 | 48篇 |
| 2017年 | 44篇 |
| 2016年 | 37篇 |
| 2015年 | 26篇 |
| 2014年 | 17篇 |
| 2013年 | 177篇 |
| 2012年 | 17篇 |
| 2011年 | 27篇 |
| 2010年 | 19篇 |
| 2009年 | 28篇 |
| 2008年 | 23篇 |
| 2007年 | 23篇 |
| 2006年 | 17篇 |
| 2005年 | 18篇 |
| 2004年 | 20篇 |
| 2003年 | 10篇 |
| 2002年 | 9篇 |
| 2001年 | 14篇 |
| 2000年 | 5篇 |
| 1999年 | 4篇 |
| 1998年 | 4篇 |
| 1997年 | 11篇 |
| 1996年 | 7篇 |
| 1995年 | 9篇 |
| 1994年 | 8篇 |
| 1993年 | 5篇 |
| 1992年 | 7篇 |
| 1991年 | 2篇 |
| 1990年 | 5篇 |
| 1989年 | 5篇 |
| 1988年 | 3篇 |
| 1987年 | 2篇 |
| 1986年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 5篇 |
| 1979年 | 4篇 |
| 1977年 | 2篇 |
| 1974年 | 1篇 |
| 1973年 | 2篇 |
| 1971年 | 2篇 |
| 1969年 | 1篇 |
| 1968年 | 1篇 |
| 1967年 | 2篇 |
| 1926年 | 1篇 |
| 1925年 | 1篇 |
排序方式： 共有750条查询结果，搜索用时 218 毫秒
81.
Increased focus on assessment of student learning in the accreditation of higher education institutions offers new, challenging opportunities for institutional researchers. This article explores how institutional researchers can maximize these opportunities by offering methodological guidance in the assessment process and by designing new studies to produce assessment results. The article discusses the importance of methodological expertise, highlights the relevance of lessons learned from assessment literature, and provides a model for designing studies relevant for assessment.
相似文献82.
83.
84.
85.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
86.
87.
TechTrends - The United States and Japan are at the forefront of technological innovation, telecommunications and information management in the Pacific. This new era of “information”... 相似文献
88.
This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five
levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to
communication, literacy and cognition. Strategies to facilitate development from one level to another are described. 相似文献
89.
90.
Dianne Chambers Phyllis Jones Donna McGhie‐Richmond Michael Riley Sarah May‐Poole Ann Marie Orlando Orhan Simsek Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82
This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool. 相似文献