全文获取类型
收费全文 | 698篇 |
免费 | 22篇 |
专业分类
教育 | 555篇 |
科学研究 | 16篇 |
各国文化 | 6篇 |
体育 | 94篇 |
文化理论 | 5篇 |
信息传播 | 44篇 |
出版年
2023年 | 8篇 |
2022年 | 11篇 |
2021年 | 14篇 |
2020年 | 24篇 |
2019年 | 40篇 |
2018年 | 45篇 |
2017年 | 36篇 |
2016年 | 36篇 |
2015年 | 29篇 |
2014年 | 32篇 |
2013年 | 174篇 |
2012年 | 28篇 |
2011年 | 21篇 |
2010年 | 21篇 |
2009年 | 25篇 |
2008年 | 22篇 |
2007年 | 11篇 |
2006年 | 12篇 |
2005年 | 15篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 4篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1971年 | 1篇 |
1940年 | 1篇 |
排序方式: 共有720条查询结果,搜索用时 296 毫秒
1.
The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms became enshrined in the Children and Families Act (2014). The findings were overall positive and helped with person-centred planning processes. The discussion is framed within current and future policy directives. We argue that multimedia advocacy approaches and software tools, like the “RIX Wiki” will have a continued role to play in ensuring the needs, aspirations and choices of children and young people with learning disabilities remain central. 相似文献
2.
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers. 相似文献
3.
Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students. 相似文献
4.
João Alberto Arantes do Amaral Cristina Toshie Motohashi Matsusaki 《Educational Action Research》2017,25(2):280-299
In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course. 相似文献
5.
A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students’ mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students’ mathematical reasoning processes such as generalization and justification. 相似文献
6.
Jacques vauclair Jo?o Batista Araujo Oviveira Guy Neave Abdel Aziz Koussy 《Prospects》1976,6(2):306-309
Notes and Reviews
Some recent Unesco publications 相似文献7.
8.
9.
10.
Within the mathematics education literature, the term constructivism has been subject to a diversity of interpretations, many of which are trivializations of original theoretical work. We suggest that trivialized versions of constructivism continue to be promulgated due, in large part,to misunderstandings of some of the vocabulary adopted by its advocates. This situation has been the source of considerable frustration in our ongoing efforts to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. We discuss some of the specifics of these frustrations along with strategies intended to flag and circumvent them in our work with teachers. The writing is structured around a set of recursively elaborated interpretations of a classroom episode. Developed around varied understandings of the terms structure and construct, these interpretations are intended to show how we have worked with teachers to foster a deep appreciation of how learning might be reframed as dependent on, rather than determined by, teaching.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献