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101.
The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research. 相似文献
102.
The article presents the literacy achievement of Norwegian minority students, their reading habits, and their enjoyment of reading based on the Programme for International Student Assessment (PISA) 2000 study. Aspects of their family background and attitudes towards school are related to literacy achievement results. A comparison between Denmark, Sweden, Norway and Germany shows that the achievement gap between majority and minority students is larger in Denmark and Germany than in Norway and Sweden. A more detailed presentation of the Norwegian reading results shows that 35% of the Norwegian minority students perform at a level indicating that they are able to read in a technical sense, but they are unlikely to be able to use reading as an independent tool in acquiring knowledge and skills. The minority students' responses to questions about socio‐economic family background, reading habits, learning strategies and school motivation give a complex picture of their situation in Norwegian schools. The results indicate that there is some potential for equalising differences between minority students and majority students. 相似文献
103.
Rita Johnston 《Studies in Continuing Education》2013,35(1):56-66
This paper notes the recent rise in the number of courses, conferences, and publications devoted to the issue of ethics. It considers two different approaches to ethical training, one deduced from first philosophical principles of social ethics, and the other based on case studies of practical issues. The paper argues that a combination of both approaches is necessary to ensure situational applicability, whilst guarding against criticisms of moral relativism and expediency. In addition, the paper argues for an understanding of, and commitment to, personal integrity in professional practice. 相似文献
104.
BEYOND FORMULA: AMERICAN FILM GENRES. By Stanley J. Solomon. New York: Harcourt Brace Jovanovich, 1976; pp. x + 310. $5.95. AN ORIENTATION TO NONVERBAL COMMUNICATION. By Thomas W. Benson and Kenneth D. Frandsen. Chicago: Science Research Associates, 1976; pp. 38. Paper $1.60. UNMASKING THE FACE. By Paul Ekman and Wallace V. Friesen. Englewood Cliffs, New Jersey: Prentice‐Hall, 1975; pp. 212. $4.25. BEYOND CULTURE. By Edward T. Hall. Long Island City, New York: Doubleday‐Anchor, 1976; pp. 256. $7.95. LOUDER THAN WORDS, By Mele Koneya and Alton Barbour. Columbus, Ohio: Merrill Publishing, 1976; pp. 80. $2.95. 相似文献
105.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
Daphne PanEmail: |
106.
T. Angeline G. Thiruvarutselvi W. Isabel Rita Mary Aruna Rama Devi Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2009,24(2):137-141
The prevalent Ala222Val single nucleotide polymorphism of the MTHFR gene has been shown to be associated with type II diabetes.
The objective of the present study was to find out whether there is genetic predisposition for development of acute myocardial
infarction in type II diabetes mellitus among South Indian Tamil population. PCR-based restriction enzyme analysis was performed
in DNA isolated from 120 acute myocardial infarction patients with diabetes mellitus and 100 non diabetic healthy individuals
with no documented cardiovascular diseases. The results indicate that the MTHFR 677TT genotype is absent in both case and
controls. The MTHFR 677CT genotype was observed among 32 (26.7 %) cases and 20 (20%) controls and the MTHFR 677CC genotype
among 88 (73.3%) cases and 80 (80%) controls. The allelic frequencies were in accordance to Hardy Weinberg equilibrium. There
was no statistical difference in genotype distribution between cases and controls. In conclusion, we suggest that the analysis
of MTHFR genotyping for C677T polymorphism alone need not be considered to find out whether there is genetic predisposition
for development of acute myocardial infarction in type II diabetes mellitus among South Indian Tamil population. 相似文献
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109.
Elizabeth Allan Joseph Shane Erica M. Brownstein Cathy Ezrailson Rita Hagevik William Veal 《Journal of Science Teacher Education》2009,20(6):495-500
Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and
skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components
describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in
particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom.
In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present
evidence for preservice teachers’ competence in each of the four components. 相似文献
110.