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991.
A Swedish study of 50 newly resettled refugee children from Chile describes the children's experiences of persecution in their home country and coping patterns in the receiving country. Thirty-six children had experiences directly related to persecution, and seven of these had been victims of physical assault for political reasons. Sleep disturbances and dependency were behaviors significantly associated with experiences of persecution. Resettled refugee families need to be approached by concerned professionals as symptoms of trauma in refugee children are often recognized only in the family sphere. 相似文献
992.
This paper outlines how a heritage and ICT project entitled ‘The Sligo Seashore Project’ was organised in twelve Irish primary schools from September 2001 to June 2003. The project was coordinated and supported by the ICT Advisor, Sligo Education Centre and the Heritage Officer, Sligo County Council. It was an extension of “Exploring the Field Fences of County Sligo”, a Schools Integration Project or SIP, one of the initiatives of the National Centre for Technology in Education (NCTE) in the Schools IT 2000 programme. The project sought to promote high levels of awareness and understanding of seashore heritage amongst the participants. It also gave them an opportunity to learn with and through ICT and in that way learn in a new and different way. The project was sponsored by a number of national and local organisations both public and private. The schools were situated on or close to the County Sligo coastline and were provided with resource material and computing equipment and received a number of supports including ICT training in digital media. The students studied the following areas: animals, habitats and plants, man and the sea and history of our coast. The students recorded their findings through essays, stories, written articles, artwork, crafts, puppets, models, photographs, maps and multimedia presentations. The second phase involved the collection and organisation of all the project material in preparation for the construction of a website, www.sligoseashore.com which developed a range of resources for teachers and students. The project was awarded first prize at the 2003 eSchola awards where the chair of the judging panel said it was “beautifully designed and perfectly integrated from a pedagogical point-of-view”. The project is ongoing. 相似文献
993.
Anton?De?GrauweEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(4):269-287
School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal. 相似文献
994.
Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research. 相似文献
995.
This special issue reports a project in which the replication of historically meaningful studies was carried out by graduate
students in a history of psychology course. In this introduction, I outline the nature of the project and its rationale, and
briefly sketch the results. The subsequent five papers represent scholarly presentations of five selected replications written
by students in the course. These are followed by a commentary on the project by an educational psychologist.
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
Ryan D. TweneyEmail: |
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
996.
Chen?Yu-yueEmail author Lin?Hong Ren?Yu Wang?Hong-wei Zhu?Liang-jun 《浙江大学学报(A卷英文版)》2004,5(8):918-922
Study of the morphology, aggregation structure and properties ofBombyx mori silk treated by low temperature oxygen plasma showed that slight flutes appeared on the surface ofBombyx mori silk fiber and that its surface structure changed after plasma treatment. The conformation also changed and crystalline degree
decreased. The stannic filling rate of treated fiber was improved. Because of etching, the weight of the fiber decreased but
the breaking strength changed little after short-time treatment.
Project (No. 50073013) supported by the National Natural Science Foundation of China 相似文献
997.
Ignoring the role of chance in science distorts the nature of the scientific process. Teachers can address this issue by means of several in-depth historical case studies, such as the discovery of electromagnetism by Oersted. Oersted was led to his lecture experiment by logic (two new hypotheses), but its success from the first trial was largely due to chance. Reproducing Oersteds experiment in the classroom complements the story by allowing students to see for themselves the role of some accidental factors, such as the choice of materials and instruments. The message to students is that chance and logic go together in science. 相似文献
998.
Rinchen?TshewangEmail author Vinesh?Chandra Andy?Yeh 《Learning Environments Research》2017,20(2):269-288
This paper reports a study of students’ and teachers’ perceptions of their classroom learning environment in Bhutanese eighth-grade mathematics classes. Research suggests that positive perceptions of the learning environment can have a positive influence on students’ learning outcomes, interest and engagement in classroom activities. The study was conducted in 2013, using the survey samples of 608 students and 98 teachers from 22 lower- and middle-secondary schools in western Bhutan. Students’ and teachers’ perceptions of the classroom environment were measured using the Mathematics Classroom Learning Environment Survey (MCLES). Students and teachers mostly perceived their classroom environments favourably on the MCLES scales irrespective of gender, school level and school location. The study is significant for understanding and evaluating the implementation of new mathematics curriculum in Bhutanese schools because it could guide the development of strategies for more-productive mathematics classroom learning. It is also significant from the perspective of Bhutan’s national goal of Gross National Happiness because perceptions and happiness always go hand-in-hand. 相似文献
999.
In an enclosed four-arm radial maze, after sampling three experimenter-selected baited arms (thestudy segment) and following rotation of the maze, rats had to find the fourth baited arm among all four unblocked arms (test segment). The rats learned this task with two sets of arm cues, objects at arms’ entrances and full arm inserts, each maintained
in a fixed configuration. When we changed the configuration of one set of arms to itsmirror image and that of the other set to a moremixed variation by switching opposite and adjacent cued arms, the rats’ accuracy was similarly disrupted (Experiment 1). In Experiment
2, the same rats rapidly recovered their high search accuracy on four new configurations recombined from pairs of adjacent
arms and pairs of opposite cued arms from the previous final two configurations. Their test segment search accuracy, however,
was again disrupted when these configurations were varied either only over trials’ study segments or only over trials’ test
segments. In Experiment 3, however, these rats attained accuracy as high on two sets of cued arms with constantly changing
configurations as on two sets with constant configurations. Thus, the rats were able to separately represent four different
spatially stable configurations, and then they could learn to represent two of these configurations as lists of spatially
irrelevant items. We discuss these findings in terms of association theory and parallel map theory (Jacobs & Schenk, 2003). 相似文献
1000.