全文获取类型
收费全文 | 1201篇 |
免费 | 4篇 |
国内免费 | 3篇 |
专业分类
教育 | 846篇 |
科学研究 | 48篇 |
各国文化 | 41篇 |
体育 | 93篇 |
综合类 | 11篇 |
文化理论 | 8篇 |
信息传播 | 161篇 |
出版年
2023年 | 15篇 |
2022年 | 9篇 |
2021年 | 11篇 |
2020年 | 49篇 |
2019年 | 59篇 |
2018年 | 100篇 |
2017年 | 133篇 |
2016年 | 109篇 |
2015年 | 53篇 |
2014年 | 58篇 |
2013年 | 350篇 |
2012年 | 74篇 |
2011年 | 29篇 |
2010年 | 34篇 |
2009年 | 19篇 |
2008年 | 21篇 |
2007年 | 17篇 |
2006年 | 20篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有1208条查询结果,搜索用时 140 毫秒
991.
I‐Fang Chung 《Educational studies》2010,36(4):441-445
In response to the growing needs of proficient English speakers, the Taiwan Ministry of Education officially included English in standard elementary school curriculum since 2001. English courses at elementary level were extended from the fifth grade to the third grade since the fall of 2005. It is significant to examine whether the educational reform has positively affected students’ learning attitudes. Through focus group interviews and questionnaire survey at six elementary schools, this study explores students’ attitudes towards learning English and ways of instruction. Results indicate that students generally have strong interests in English‐speaking people and desire to spend time in English‐speaking places. A majority of students enjoy learning English through games, and compliments from teachers or parents boost their learning motivation. The finding also reveals that English education in Taiwan seems to have directed students towards a narrow viewpoint of foreign cultures since many students associate foreigners with English‐speaking people only. Finally, many students experience learning English at cram schools, which indicates the important role cram schools play in students’ extracurricular learning. 相似文献
992.
该文针对经济类本科毕业设计评价时不容易定量的实际情况,提出了一种基于语言评价信息的质量评价方法。依据《青岛大学毕业设计质量评价指标体系》标准,对2009届金融学专业本科毕业设计进行了实例抽样评价分析。 相似文献
993.
语言与文化的关系决定了语言学习必须要重视文化因素,文化是语言使用的必要语境。语言与文化的差异归根到底是由民族心理差异造成的。同时,语言和文化是不断发展的。注意文化间的差异,融文化于语言的教与学中,有助于语言的学习和使用。 相似文献
994.
Yaacov Boaz Yablon 《Gender and education》2009,21(6):689-701
Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed. 相似文献
995.
Maureen Vandermaas‐Peeler Jackie Nelson Charity Bumpass Bianca Sassine 《International Journal of Early Years Education》2009,17(1):67-84
Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development. 相似文献
996.
997.
The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of the self- and student schema, a HOMALS analysis revealed two types of positive and two types of problematic relationships. Differences between novices and experienced teachers were apparent for positive relationships. These findings raise questions about teachers' attributions for the quality of teacher–student relationships. 相似文献
998.
Benjamin Saccomanno 《International Journal of Lifelong Education》2017,36(5):551-564
This article addresses the personal negotiations that lead individuals to pursue adult education. Analysing this process determines ambitions pursued, and thus makes it possible to identify how the individuals involved perceive their desired future as an improvement. This study found that ambitions were negotiated in order to make them acceptable to the individuals themselves, but that their negotiation also involved others; at the same time, it examined the aims and constraints implied by the process. This negotiation process draws on norms and rules related to the search for a better work–life balance. Three types of ambition were identified as models for negotiating the social organisation of time. The paper concludes with the benefits of studying ambition for the field of adult education, and on the potential contribution that can be made by considering these programmes as a support in the construction of identities, even though this aspect tends to be diminished by neoliberal hegemony regarding adult training programmes. 相似文献
999.
Janine S. Davis Victoria B. Fantozzi 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):250-266
Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process. 相似文献
1000.
Hui Wang Nathan C. Hall Ming Ming Chiu Thomas Goetz Katarzyna Gogol 《Educational Measurement》2020,39(3):122-134
This study tests whether teachers’ emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type. Multitrait–multimethod analyses of 1,086 Canadian teachers’ survey responses showed teachers’ responses to emotional labor items to be most reliably differentiated according to both specific types of emotional labor strategies as well as the valence of the emotion being performed. Findings were largely consistent with common “display rules” encouraging expression of positive emotions and hiding of negative emotions by teachers in classroom settings. Results further showed teachers’ emotional labor strategies for negative emotions to be particularly contingent on the specific discrete emotion involved, highlighting the complexity of expressing negative emotions as a behavior management strategy. 相似文献