全文获取类型
收费全文 | 2298篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1513篇 |
科学研究 | 139篇 |
各国文化 | 55篇 |
体育 | 280篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 344篇 |
出版年
2024年 | 4篇 |
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 36篇 |
2020年 | 61篇 |
2019年 | 121篇 |
2018年 | 130篇 |
2017年 | 138篇 |
2016年 | 105篇 |
2015年 | 71篇 |
2014年 | 95篇 |
2013年 | 493篇 |
2012年 | 71篇 |
2011年 | 66篇 |
2010年 | 67篇 |
2009年 | 69篇 |
2008年 | 76篇 |
2007年 | 66篇 |
2006年 | 59篇 |
2005年 | 52篇 |
2004年 | 44篇 |
2003年 | 48篇 |
2002年 | 36篇 |
2001年 | 34篇 |
2000年 | 30篇 |
1999年 | 23篇 |
1998年 | 36篇 |
1997年 | 25篇 |
1996年 | 13篇 |
1995年 | 21篇 |
1994年 | 18篇 |
1993年 | 20篇 |
1992年 | 16篇 |
1991年 | 12篇 |
1990年 | 20篇 |
1989年 | 18篇 |
1988年 | 6篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 11篇 |
1983年 | 11篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 8篇 |
1977年 | 5篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1972年 | 5篇 |
1968年 | 4篇 |
排序方式: 共有2346条查询结果,搜索用时 15 毫秒
991.
Andrew Malcolm 《Emotional and Behavioural Difficulties》2019,24(1):84-99
There is a wealth of evidence suggesting that after being marginalised and excluded from school young people who attend Alternative Provision settings report positive relationships and experiences of learning. There is however very little research which explores the longer term outcomes of attending this sort of provision. Retrospective life history interviews were undertaken with 18 young adults in their early to mid-20s who had attended Alternative Provision in England. Interviews focused on schooling, exclusion, attending Alternative Provision and the impact of this on what they had done since leaving school up to their present situation. Analysis showed that the experience of attending Alternative Provision frequently constituted a turning point in a young person’s life story. This was due to the qualitatively different kind of social space experienced there. 相似文献
992.
Robert L. Brennan 《Journal of Educational Measurement》2003,40(1):105-107
993.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
994.
Computing is being introduced into the curriculum in many countries. Teachers’ perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where teachers were preparing for the mandatory inclusion of Computing into the curriculum. A survey was conducted of over 300 teachers who were currently teaching Computing to elicit their perspectives on challenges and strategies. From the analysis of the data, extrinsic and intrinsic challenges were identified for both teachers and students. In addition, a variety of pedagogical strategies were recommended by teachers from their own practice. In categorising approaches taken by teaching to support students five key themes emerged: unplugged type activities, contextualisation of tasks, collaborative learning, developing computational thinking, and scaffolding programming tasks. Further investigation could support whether these strategies can alleviate the challenges of teaching and learning of Computing for students and teachers. In particular developing student resilience in Computing is seen as a challenge while not many strategies are suggested. The results of this study will be useful for teachers who are new to the teaching of Computing. 相似文献
995.
Reed Deborah K. Cummings Kelli D. Schaper Andrew Lynn Devon Biancarosa Gina 《Reading and writing》2019,32(4):1009-1035
Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty... 相似文献
996.
For a variety of reasons, education research can be difficult to summarize. Varying contexts, designs, levels of quality, measurement challenges, definition of underlying constructs, and treatments as well as the complexity of research subjects themselves can result in variability. Education research is voluminous and draws on multiple methods including quantitative, as well as, qualitative approaches to answer key research questions. With increased numbers of empirical research in Instructional Design and Technology (IDT), using various synthesis methods can provide a means to more deeply understand trends and patterns in research findings across multiple studies. The purpose of this article is to illustrate structured review or meta-synthesis procedures for qualitative research, as well as, novel meta-analysis procedures for the kinds of multiple treatment designs common to IDT settings. Sample analyses are used to discuss key methodological ideas as a way to introduce researchers to these techniques. 相似文献
997.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《Research in Science Education》1992,22(1):409-409
This paper has been accepted for publication in theJournal of Research in Science Teaching. Copies are available from Gloria Dall'Alba, ERADU, RMIT, GPO Box 2476V, Melbourne. Vic. 3001. 相似文献
998.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender. 相似文献
999.
The Great God of the Future: the Views of Current and Future English Teachers on the Place of IT in Literacy 总被引:1,自引:0,他引:1
Based on a small but representative study it appears that, in contrast to the past and to some current perceptions, the majority of student teachers and about half of serving teachers of English now welcome information technology (IT) in English and see it as central to the literacy of all pupils. Some current teachers of English remain ambivalent about IT but the general trend is toward a broader definition of literacy in English that gives significant, if not yet equal, value to electronic text alongside the printed word. 相似文献
1000.