全文获取类型
收费全文 | 3579篇 |
免费 | 63篇 |
国内免费 | 2篇 |
专业分类
教育 | 2505篇 |
科学研究 | 197篇 |
各国文化 | 72篇 |
体育 | 372篇 |
综合类 | 2篇 |
文化理论 | 24篇 |
信息传播 | 472篇 |
出版年
2023年 | 13篇 |
2022年 | 26篇 |
2021年 | 49篇 |
2020年 | 77篇 |
2019年 | 150篇 |
2018年 | 188篇 |
2017年 | 196篇 |
2016年 | 159篇 |
2015年 | 98篇 |
2014年 | 129篇 |
2013年 | 758篇 |
2012年 | 110篇 |
2011年 | 107篇 |
2010年 | 92篇 |
2009年 | 101篇 |
2008年 | 107篇 |
2007年 | 92篇 |
2006年 | 81篇 |
2005年 | 69篇 |
2004年 | 64篇 |
2003年 | 60篇 |
2002年 | 52篇 |
2001年 | 48篇 |
2000年 | 45篇 |
1999年 | 36篇 |
1998年 | 47篇 |
1997年 | 41篇 |
1996年 | 30篇 |
1995年 | 23篇 |
1994年 | 26篇 |
1993年 | 35篇 |
1992年 | 35篇 |
1991年 | 34篇 |
1990年 | 35篇 |
1989年 | 43篇 |
1988年 | 21篇 |
1987年 | 35篇 |
1986年 | 18篇 |
1985年 | 13篇 |
1984年 | 16篇 |
1983年 | 22篇 |
1982年 | 16篇 |
1981年 | 16篇 |
1980年 | 20篇 |
1979年 | 18篇 |
1978年 | 16篇 |
1977年 | 21篇 |
1974年 | 14篇 |
1973年 | 12篇 |
1971年 | 11篇 |
排序方式: 共有3644条查询结果,搜索用时 15 毫秒
51.
Panadero Ernesto Brown Gavin T. L. Strijbos Jan-Willem 《Educational Psychology Review》2016,28(4):803-830
Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)... 相似文献
52.
53.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
54.
INTRODUCTION Since the phenomenon of piezoelectricity in natural crystals was discovered in 1880, it has been applied in many fields, such as smart structure, sensing devices and active control, because of its special properties. Combining electrical behavior with mechanical deformation is the special property which attracted great interest of researchers. Many models have been developed for studying piezoelec- tric effects. Dunn and Wienecke (1996) used Green’s functions for transverse… 相似文献
55.
Leonard A. Jason Karen E. Danner Andrew M. Weine Karen S. Kurasaki Jay H. Johnson Luann Warren-Sohlberg Olga Reyes 《Early education and development》1994,5(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
56.
Andrew Clapham 《British Journal of Educational Studies》2016,64(4):485-501
Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers ‘battled’ to enact ISL policy in performative conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance towards enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science. 相似文献
57.
Mild head injury as a source of developmental disabilities. 总被引:1,自引:0,他引:1
The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics. 相似文献
58.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
59.
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. 相似文献
60.
Andrew Gilbert 《Journal of Science Teacher Education》2011,22(5):393-415
This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents
what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental
case study approach included: interviews, written survey responses, personal communications and member checks. All data was
transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that
their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of
isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching
on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency
regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the
context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter
the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive
multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and
possibilities for science teacher education are discussed. 相似文献