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91.
Dr. Andrea Liesner 《Zeitschrift für Erziehungswissenschaft》2007,10(1):131-134
Ohne Zusammenfassung 相似文献
92.
Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects. 相似文献
93.
ABSTRACTConcept inventories (CIs) are assessment instruments designed to measure students’ conceptual understanding of fundamental concepts in particular fields. CIs utilise multiple-choice questions (MCQs), and specifically designed response selections, to help identify misconceptions. One shortcoming of this assessment instrument is that it fails to provide evidence of the causes of the misconceptions, or the nature of students’ conceptual understanding. In this article, we present the results of conducting textual analysis on students’ written explanations in order to provide better judgements into their conceptual understanding. We compared students’ MCQ scores in Signals and Systems Concept Inventory questions, with the textual analysis utilising vector analysis approaches. Our analysis of the textual data provided the ability to detect answers that students identified as a ‘guessed’ response. However, the analysis was unable to detect if conceptually correct ideas existed within the ‘guessed’ responses. The presented approach can be used as a framework to analyse assessment instruments that utilise textual, short-answer responses. This analysis framework is best suited for the restricted conditions imposed by the short-answer structure. 相似文献
94.
Gomoll Andrea Hmelo-Silver Cindy E. Šabanović Selma Francisco Matthew 《Journal of Science Education and Technology》2016,25(6):915-915
Journal of Science Education and Technology - 相似文献
95.
Andrea Raiker 《Cambridge Journal of Education》2002,32(1):45-60
Teachers and learners use spoken language in the three part mathematics lesson advocated by the National Numeracy Strategy (NNS). This document recognises the importance of language by emphasising 'the correct use of mathematical vocabulary' in the raising of standards. Research into the use of vocabulary in science suggests that the use of scientific words does not necessarily demonstrate conceptual understanding. Pupils and teachers appear to ascribe different meanings to scientific words because of their relative positions on the novice/expert continuum. To explore whether mathematical words could cause similar problems, data collected from six groups of teachers and learners was subjected to discourse analysis to provide evidence of how spoken language was used and how meaning and understanding were achieved. The implications of the findings on the use of language by both teachers and learners in the NNS mathematics lesson, including vital areas for reflection by teachers, are fully considered. 相似文献
96.
Andrea Drewes Joseph Henderson Chrystalla Mouza 《International Journal of Science Education》2018,40(1):67-89
Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student’s conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education. 相似文献
97.
Susan Edwards Andrea Nolan Michael Henderson Helen Skouteris Ana Mantilla Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335
AbstractAdvancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children. 相似文献
98.
Andrea S. Libresco 《理论付诸实践》2018,57(4):281-288
This article explores Nel Noddings’ conception of pedagogical neutrality and its meanings and implications for classroom conversations, particularly at the elementary grade levels. It examines the selection of issues for classroom discourse and the importance of teachers purposefully exposing students to arguments and data with which they may be less familiar, especially in more polarized settings. The piece also discusses the extent to which younger students can grapple with controversial issues, and the arguments for and against elementary teachers sharing their views with their students. The piece concludes with examples of, and guidelines for, facilitating effective discussions of controversial issues at the primary and intermediate elementary levels. 相似文献
99.
Lori Lyman DiGisi Andrea Nix Karen Daniels Leslie Kramer Susan Cyr 《Research in Science Education》1999,29(2):247-268
There are no panaceas and no shortcuts. Man is an amphibious being who lives simultaneously or successively in several universes:
in the world of matter, the world of mind, the world of spirit; in the individual world and in the social world; in the homemade
universe of his own artifacts, institutions, and imaginings, and in the given, the God-made universe of nature and grace.
In the very nature of things none of the major problems confronting such a being can possibly be a simple problem. Those who
seek simple solutions for complex problems may have the best of intentions; but unfortunately there is an original sin of
the intellect in our habit of arbitrary oversimplification. Those who act without taking precautions against this vice of
their intellectual nature doom themselves and their fellows to perpetual disappointment. (Aldous Huxley, 1953, p. 1.) 相似文献
100.