全文获取类型
收费全文 | 2244篇 |
免费 | 57篇 |
国内免费 | 3篇 |
专业分类
教育 | 1808篇 |
科学研究 | 153篇 |
各国文化 | 37篇 |
体育 | 117篇 |
文化理论 | 25篇 |
信息传播 | 164篇 |
出版年
2023年 | 19篇 |
2022年 | 25篇 |
2021年 | 44篇 |
2020年 | 71篇 |
2019年 | 116篇 |
2018年 | 148篇 |
2017年 | 142篇 |
2016年 | 122篇 |
2015年 | 66篇 |
2014年 | 100篇 |
2013年 | 449篇 |
2012年 | 94篇 |
2011年 | 85篇 |
2010年 | 81篇 |
2009年 | 75篇 |
2008年 | 56篇 |
2007年 | 56篇 |
2006年 | 58篇 |
2005年 | 46篇 |
2004年 | 40篇 |
2003年 | 38篇 |
2002年 | 30篇 |
2001年 | 31篇 |
2000年 | 23篇 |
1999年 | 24篇 |
1998年 | 20篇 |
1997年 | 18篇 |
1996年 | 14篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 16篇 |
1990年 | 12篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 10篇 |
1985年 | 11篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 9篇 |
1980年 | 8篇 |
1979年 | 10篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1974年 | 4篇 |
1973年 | 6篇 |
1967年 | 4篇 |
排序方式: 共有2304条查询结果,搜索用时 15 毫秒
31.
The present project utilized a mixed methods approach to examine how individuals use CMC to maintain proximal relationships. Nine different communication channels were examined concurrently to elucidate how frequently mediated relational maintenance is used and to examine what participants reported in terms of motives for use and avoidance of particular channels. Findings indicate that participants in proximal relationships are hyper-aware of the amount of intimacy implied by a particular communication channel and strategically engage channels to suit their needs. We propose that relationships will be difficult to maintain if people violate the implicit rules that appear to govern channel selection. 相似文献
32.
Kevin Manunure Alice Delserieys Jérémy Castéra 《Research in Science & Technological Education》2020,38(3):289-307
ABSTRACT
Background
Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. 相似文献33.
In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning. 相似文献
34.
The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot. 相似文献
35.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
36.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
37.
38.
Eveline de Boer Fred J. J. M. Janssen Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324
To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences. 相似文献
39.
40.
Luce C. A. Claessens Jan van Tartwijk Anna C. van der Want Helena J. M. Pennings Nico Verloop Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493
The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed. 相似文献