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761.
762.
Andrea R. Milner Mark A. Templin Charlene M. Czerniak 《Journal of Science Teacher Education》2011,22(2):151-170
The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory
and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching
Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to
examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching
practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching
practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined
that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning
strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except
for learning strategies at Post 1. A 2 × 4 between 3 within repeated measure ANOVA determined that student MSLQ motivation
and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation
and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual
interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset
to their science study; however, students do appreciate and value working in the learning environment that the regular classroom
provides. 相似文献
763.
Altmetrics promise useful support for assessing the impact of scientific works, including beyond the scholarly community and with very limited citation windows. Unfortunately, altmetrics scores are currently available only for recent articles and cannot be used as covariates in predicting long term impact of publications. However, the study of their statistical properties is a subject of evident interest to scientometricians. Applying the same approaches used in the literature to assess the universality of citation distributions, the intention here is to test whether the universal distribution also holds for Mendeley readerships. Results of the analysis carried out on a sample of publications randomly extracted from the Web of Science confirm that readerships seem to share similar shapes across fields and can be rescaled to a common and universal form. Such rescaling results as not particularly effective on the right tails. In other regions, rescaling causes a good collapse of field specific distributions, even for very recent publications. 相似文献
764.
Cristiano Giuffrida Giovanni Abramo Ciriaco Andrea D’Angelo 《Journal of Informetrics》2019,13(2):500-514
Bibliometricians have long recurred to citation counts to measure the impact of publications on the advancement of science. However, since the earliest days of the field, some scholars have questioned whether all citations should be worth the same, and have gone on to weight them by a variety of factors. However sophisticated the operationalization of the measures, the methodologies used in weighting citations still present limits in their underlying assumptions. This work takes an alternative approach to resolving the underlying problem: the proposal is to value citations by the impact of the citing articles, regardless of the length of their reference list. As well as conceptualizing a new indicator of impact, the work illustrates its application to the 2004–2012 Italian scientific production indexed in the WoS. The proposed impact indicator is highly correlated to the traditional citation count, however the shifts observed between the two measures are frequent and the number of outliers not negligible. Moreover, the new indicator shows greater “sensitivity” when used to identify the highly-cited papers. 相似文献
765.
Arnoud T. Evers Peter Verboon Andrea Klaeijsen 《British Educational Research Journal》2017,43(4):805-821
In the current study a multi‐dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale's reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross‐validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism. 相似文献
766.
Caitlin Donnelly Andrea Furey Joanne Hughes 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):442-456
Background: Integrated schools were established in Northern Ireland in the early 1980s. With an explicit intention to build better relations between Catholics and Protestants, it has an intuitive appeal in a society which has long experienced sectarian division. Whilst the sector has attracted considerable research, less is understood about how parents’ perceive the approach adopted by schools to build intergroup relations.Purpose: The present article seeks to address the gap in the literature by exploring parents’ views of integrated education. Drawing on theories of intergroup contact, the paper seeks specifically to explore how parents and head teachers perceive and negotiate the approach that the schools adopt to build intergroup relations.Method: In an attempt to probe the deeper meanings that participants attach to integrated education, a qualitative research approach was adopted; semi-structured interviews were carried out with 17 parents and 2 head teachers in two integrated primary schools.Findings: Through the data analyses, three main aspects were evident. Firstly, the study reveals something of the relational dynamic between head teachers and parents and the significance of this relationship for determining how intergroup relations are pursued in integrated schools. Secondly, it highlights the nebulous nature of identity salience and the practical challenges of making identity salient within mixed identity contexts. Finally, the study suggests the value of qualitative approaches for exploring intergroup contact initiatives.Conclusions: Overall, the paper demonstrates the inherent challenges of establishing an integrated school where good relations will be developed when multiple interpretations of what constitutes an appropriate response to difference and diversity prevails. 相似文献
767.
768.
Talita Groenendijk Andrea Krpti Folkert Haanstra 《The International Journal of Art & Design Education》2020,39(1):153-175
A tool for self assessment in secondary art education was developed and tested. The tool includes rubrics for assessing production and reception activities in art education and consists of visual and text rubrics. The criteria in the rubrics are based on the Common European Framework of Reference for Visual Literacy which was developed by The European Network of Visual Literacy (ENViL). The way teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self‐assessments are in line with teacher assessments was studied. It was concluded that teachers work with the rubrics intensively and both students and teachers appreciate its visual form. However, it was found that the agreement between teachers and students about the students’ scores was moderate and needed to improve. The results show that it is untrue that students, or boys in particular, overestimate their own performance in art education. The current study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education. 相似文献
769.
770.
Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences 总被引:4,自引:0,他引:4
This study examined the influence of shape similarity and labels on 13-month-olds' inductive inferences. In 3 experiments, 123 infants were presented with novel target objects with or without a nonvisible property, followed by test objects that varied in shape similarity. When objects were not labeled, infants generalized the nonvisible property to high-similarity objects (Experiment 1). When objects were labeled with the same noun, infants generalized the nonvisible property to high- and low-similarity objects (Experiment 2). Finally, when objects were labeled with different nouns, infants generalized the nonvisible property to high-similarity objects (Experiment 3). Thus, infants who are beginning to acquire productive language rely on shared shape similarity and shared names to guide their inductive inferences. 相似文献