全文获取类型
收费全文 | 480篇 |
免费 | 11篇 |
国内免费 | 2篇 |
专业分类
教育 | 412篇 |
科学研究 | 45篇 |
体育 | 3篇 |
综合类 | 7篇 |
信息传播 | 26篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 9篇 |
2020年 | 18篇 |
2019年 | 24篇 |
2018年 | 26篇 |
2017年 | 27篇 |
2016年 | 19篇 |
2015年 | 6篇 |
2014年 | 28篇 |
2013年 | 73篇 |
2012年 | 26篇 |
2011年 | 24篇 |
2010年 | 31篇 |
2009年 | 29篇 |
2008年 | 31篇 |
2007年 | 24篇 |
2006年 | 31篇 |
2005年 | 19篇 |
2004年 | 19篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1998年 | 2篇 |
排序方式: 共有493条查询结果,搜索用时 15 毫秒
81.
《The Journal of educational research》2012,105(5):300-307
Abstract This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform. 相似文献
82.
飞速发展的软件产业对软件开发人才的培养提出了新的要求。本文提出的以软件开发产品线为依托的校企合作模式,立足产品开发,建立校企合作的共赢点,保证了教学过程和软件开发过程的一致性、形成了实训项目和软件产品统一、使科研成果和产业应用对接,实现了校企的深度融合。经过与多家软件开发企业的合作实践检验,充分验证了该模式的有效性和可持续性。 相似文献
83.
杨丽波 《河北师范大学学报(教育科学版)》2012,(1):67-71
社会伙伴关系是澳大利亚职业教育领域常采用的一种合作关系,其分为法定社会伙伴关系、社区伙伴关系、协商型伙伴关系。澳大利亚职业教育社会伙伴关系为我国职业教育的发展提供了很好的借鉴经验。 相似文献
84.
Jiangbo Hu Jane Torr Peter Whiteman 《Early Years: An International Journal of Research and Development》2014,34(3):255-270
This study investigated five Australian early childhood educators’ negotiation of the complex terrain of working in partnership with Chinese parents regarding their children’s language usage in early childhood settings. Semi-structured interviews were undertaken to explore educators’ views on children’s language usage in early childhood settings, their perception of Chinese parents’ language expectations and their strategies in resolving the tension between parental expectation and educator views on children’s language usage under the current regulatory frameworks. Educators reported that many Chinese parents expected their children to use only English in early childhood settings. Such a practice would not align with educators’ views of permitting children to use languages freely. The educators developed different strategies to address the tension between their desire to achieve positive outcomes for children and their need to work in partnership with families. Implications for the further preparation of educators are discussed. 相似文献
85.
Lyubov L. Tmanova Jessica S. Ancker Stephen B. Johnson 《Medical reference services quarterly》2013,32(3):296-310
An informationist taught, consulted, and mentored graduate students enrolled in a graduate research project course in Health Informatics. An observational cohort study was conducted to determine the effect of an early (first term) and continued (subsequent term) exposure of course-integrated instruction, individual consultations, information resource mentoring, and educational collaboration partnership on the development of information literacy, research skills, and integrative competencies in graduate students. Student progress was assessed by survey, class performance, and faculty feedback. The course-integrated lectures, consultations, mentoring, and educational partnership between the informationist and academic advisors increased the students’ course performance, information literacy, and research skills in graduate students. 相似文献
86.
Sally A. Gore 《Medical reference services quarterly》2013,32(2):130-140
Scientists work collaboratively with online tools, relying almost exclusively on online resources and sharing publications freely online while generating and utilizing large datasets. As a result, librarians charged with providing services to the scientific community face both opportunities and challenges in keeping up in this electronic, digital environment. To meet these challenges, library leaders from the five campuses of the University of Massachusetts System established an on-going e-Science initiative. This initiative focuses on increasing awareness and understanding of the principles of e-Science while improving general knowledge within different scientific disciplines. Programs of varying lengths and focus provide local and affordable professional development opportunities that improve the working librarian's ability to better serve scientific researchers and students. 相似文献
87.
This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities. 相似文献
88.
Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK. 相似文献
89.
Matthias Finger 《Studies in Continuing Education》2013,35(2):99-106
The paper proposes that the function and meaning of adult learning has significantly changed since the times the ‘founding fathers’ outlined a philosophical framework for adult education. And already for them the philosophy of conventional education never really seemed adequate. Likewise, a philosophy of adult education today–which is badly needed ‐‐ can no longer be derived from the philosophy of conventional education, and must be elaborated from bottom‐up, i.e. by understanding themeaning of learning for adult learners today as well as the function of adult learning in present society. 相似文献
90.