全文获取类型
| 收费全文 | 1533篇 |
| 免费 | 26篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1135篇 |
| 科学研究 | 94篇 |
| 各国文化 | 22篇 |
| 体育 | 114篇 |
| 文化理论 | 12篇 |
| 信息传播 | 184篇 |
出版年
| 2022年 | 10篇 |
| 2021年 | 12篇 |
| 2020年 | 25篇 |
| 2019年 | 41篇 |
| 2018年 | 57篇 |
| 2017年 | 57篇 |
| 2016年 | 52篇 |
| 2015年 | 33篇 |
| 2014年 | 42篇 |
| 2013年 | 403篇 |
| 2012年 | 32篇 |
| 2011年 | 40篇 |
| 2010年 | 26篇 |
| 2009年 | 37篇 |
| 2008年 | 42篇 |
| 2007年 | 36篇 |
| 2006年 | 27篇 |
| 2005年 | 29篇 |
| 2004年 | 34篇 |
| 2003年 | 24篇 |
| 2002年 | 27篇 |
| 2001年 | 20篇 |
| 2000年 | 13篇 |
| 1999年 | 17篇 |
| 1998年 | 20篇 |
| 1997年 | 11篇 |
| 1996年 | 20篇 |
| 1995年 | 16篇 |
| 1994年 | 19篇 |
| 1993年 | 12篇 |
| 1992年 | 23篇 |
| 1991年 | 15篇 |
| 1990年 | 15篇 |
| 1989年 | 10篇 |
| 1988年 | 15篇 |
| 1986年 | 11篇 |
| 1985年 | 8篇 |
| 1984年 | 9篇 |
| 1983年 | 8篇 |
| 1982年 | 10篇 |
| 1981年 | 7篇 |
| 1980年 | 14篇 |
| 1979年 | 10篇 |
| 1978年 | 16篇 |
| 1977年 | 10篇 |
| 1976年 | 9篇 |
| 1974年 | 7篇 |
| 1970年 | 6篇 |
| 1964年 | 6篇 |
| 1960年 | 6篇 |
排序方式： 共有1561条查询结果，搜索用时 15 毫秒
1.
Pamela King 《English in Education》2002,36(2):7-17
The National Literacy Strategy (NLS) was introduced by the government in the wake of the hotly debated issue of falling educational standards in the UK. All schools were required to adopt the NLS Literacy Hour unless they could show their preferred programme would result in raised levels of achievement. My experience of delivering the Literacy Hour has been a process of adaptation to the needs of my pupils, who are drawn mainly from groups whose language backgrounds differ from that which is dominant in school. I have found that the requirements of NLS, together with many of the commercial resources used to teach it, are not appropriate for pupils from these groups and a question arose: is it the pupils who are in some way deficient or is it the approach and the resources being used? This article takes a case study of the use of a commercially produced resource to explore the model of language implicit in NLS, the kinds of resources it generates and the ways in which this creates failure in pupils from different language backgrounds. It then considers the New Literacy Studies and their implications for an alteration in our approach. 相似文献
2.
Richards PS 《Minerva》1988,26(2):177-198
3.
相似文献
4.
5.
6.
7.
8.
9.
10.
Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs. 相似文献