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91.
Teo Timothy Zhou Mingming Fan Andy Chun Wai Huang Fang 《Educational technology research and development : ETR & D》2019,67(3):749-766
Educational technology research and development - Moodle is widely used in higher education institutions in this digital age. With the growing popularity of Moodle use in education, this study... 相似文献
92.
Ivana Tur
ov Andy Martin Jan Neuman 《Journal of Adventure Education & Outdoor Learning》2005,5(2):101-117
This paper reviews literature related to outdoor terminology as it is used within the languages of British English and Czech. It provides the background to the outdoors in the Czech Republic where terminology has adopted and adapted many English language outdoor terms. The paper analyses the differences and similarities between terms and deals with the problems associated with defining and explaining outdoor terms and translating the British English terms into Czech and vice versa. Semi structured interviews were conducted with British and Czech academic experts. The findings suggest that as the outdoor field develops there is a need for more understanding of the cultural, historical, and geographical differences between concepts and terminology used in both English and non-English speaking countries, for example, the specific indigenous nature of the Czech turistika activities. 相似文献
93.
Andy Keedwell 《英语辅导》2012,(7):26
People used to say thatBritlsh food was boring andbland(淡而无味的).Nowadayspeople in Britain have a world offood to choose from.Travel around London and you’ll find foodfrom a round the world.You might comeacross restaurants and cafes serving ethnic 相似文献
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Three- to 5-year-old (N = 61) religiously schooled preschoolers received theory-of-mind (ToM) tasks about the mental states of ordinary humans and agents with exceptional perceptual or mental capacities. Consistent with an anthropomorphism hypothesis, children beginning to appreciate limitations of human minds (e.g., ignorance) attributed those limits to God. Only 5-year-olds differentiated between humans' fallible minds and God's less fallible mind. Unlike secularly schooled children, religiously schooled 4-year-olds did appreciate another agent's less fallible mental abilities when instructed and reminded about those abilities. Among children who understood ordinary humans' mental fallibilities, knowledge of God predicted attributions of correct epistemic states to extraordinary agents. Results suggest that, at a certain point in ToM development, sociocultural input can facilitate an appreciation for extraordinary minds. 相似文献
96.
This paper reports on a study that focused on growth of understanding about teaching geometry by a group of prospective teachers engaged in lesson plan study within a computer-supported collaborative learning (CSCL) environment. Participation in the activity was found to facilitate considerable growth in the participants?? pedagogical-content knowledge (PCK). Factors that influenced growth in PCK included the nature of the lesson planning task, the cognitive scaffolds inserted into the CSCL virtual space, the meta-language scaffolds provided to the participants, and the provision of both private and public discourse spaces. The paper concludes with recommendations for enhancing effective knowledge-building discourse about mathematics PCK within prospective teacher education CSCL environments. 相似文献
97.
Cristianne Lane Mary Jo Surges Prokop Blanche Podhajski Jane Nathan 《Early Years: An International Journal of Research and Development》2014,34(1):67-80
The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous investigation found positive effects of the program on the pre-literacy skills of children in Vermont. The current study extended their work by replicating the training for Head Start teachers (n?=?27) in another state. Teachers were divided into three groups. One group received the training and live mentoring; a second group received training and distance mentoring; and a third group of teachers served as controls. The results indicate that children (n?=?97) served by teachers who received the training (n?=?18) made higher gains on a measure of early literacy skills than those children (n?=?36) served by control teachers. The gains made by children in the treatment groups were consistent for teachers who received either live or distance mentoring. Implications for practice are discussed. 相似文献
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ABSTRACTThis study examined the effect of similar vs. dissimilar proficiency distributions on uniform DIF detection on a statewide eighth grade mathematics assessment. Results from the similar- and dissimilar-ability reference groups with an SWD focal group were compared for four models: logistic regression, hierarchical generalized linear model (HGLM), the Wald-1 IRT-based test, and the Mantel-Haenszel procedure. A DIF-free-then-DIF strategy was used. The rate of DIF detection was examined among all accommodated scores and common accommodation subcategories. No items were detected for DIF using the similar ability distribution reference group, regardless of method. With the dissimilar ability reference group, logistic regression and Mantel–Haenszel flagged 8–17%, and the Wald-1 and HGLM test flagged 23–38% of items for DIF. Forming focal groups by accommodation type did not alter the pattern of DIF detection. Creating a reference group to be similar in ability to the focal group may control the rate of erroneous DIF detection for SWD. 相似文献