全文获取类型
收费全文 | 2347篇 |
免费 | 44篇 |
国内免费 | 1篇 |
专业分类
教育 | 1753篇 |
科学研究 | 150篇 |
各国文化 | 20篇 |
体育 | 213篇 |
文化理论 | 12篇 |
信息传播 | 244篇 |
出版年
2023年 | 12篇 |
2022年 | 21篇 |
2021年 | 29篇 |
2020年 | 45篇 |
2019年 | 101篇 |
2018年 | 125篇 |
2017年 | 124篇 |
2016年 | 86篇 |
2015年 | 77篇 |
2014年 | 78篇 |
2013年 | 510篇 |
2012年 | 56篇 |
2011年 | 66篇 |
2010年 | 42篇 |
2009年 | 53篇 |
2008年 | 57篇 |
2007年 | 42篇 |
2006年 | 53篇 |
2005年 | 31篇 |
2004年 | 48篇 |
2003年 | 34篇 |
2002年 | 40篇 |
2001年 | 41篇 |
2000年 | 46篇 |
1999年 | 28篇 |
1998年 | 20篇 |
1997年 | 24篇 |
1996年 | 17篇 |
1995年 | 14篇 |
1994年 | 23篇 |
1993年 | 18篇 |
1992年 | 19篇 |
1991年 | 17篇 |
1990年 | 19篇 |
1989年 | 19篇 |
1988年 | 15篇 |
1987年 | 12篇 |
1986年 | 18篇 |
1985年 | 13篇 |
1984年 | 16篇 |
1983年 | 14篇 |
1981年 | 15篇 |
1980年 | 10篇 |
1979年 | 20篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1974年 | 9篇 |
1972年 | 9篇 |
1971年 | 9篇 |
1926年 | 10篇 |
排序方式: 共有2392条查询结果,搜索用时 0 毫秒
61.
We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; Mage = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors. 相似文献
62.
Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®. 相似文献
63.
64.
This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes. 相似文献
65.
No abstract available for this article. 相似文献
66.
Brett D. Jones Sumeyra Sahbaz Asta B. Schram Jessica R. Chittum 《International Journal of Science Education》2013,35(8):1089-1108
ABSTRACTWe investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals. 相似文献
67.
Gareth Elwyn Jones 《Curriculum Journal》2013,24(4):331-344
This article will focus on an event in the educational history of Wales in the 1980s which still impacts both on school practice and on thinking about concepts of Welsh identity. That event was the creation of the History Committee for Wales which was charged with devising a history curriculum for Welsh schools in the wake of the 1988 Education Act. The story will be told largely by using evidence gleaned in elite interviews with the ministers, senior inspectors and civil servants most closely associated with the decision to support or accept the creation of this committee. The significance of the decision will be assessed by charting the progress of curriculum devolution in Wales from the beginnings of state education and the implications of this for ideas of Welshness. This background will be briefly sketched, as will the background to the 1988 Education Act on a wider canvas. General reaction to that act in the Welsh Office will be discussed before the detailed implications for the subject of history will be explored in detail. It will then be argued that wider discussions as to how schools should approach and reflect the history and culture of nations not only shed important light on devolutionary processes which were gathering pace at the time but also reflect the nature of Welshness as perceived by senior figures in the world of education policy-making. 相似文献
68.
With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the good news stories. For example, what are science teachers actually doing in their classrooms to increase student interest and understanding in science? This article focuses on the science teaching beliefs and practices of four Western Australian primary school teachers. The teachers were nominated by a professional colleague as effective practitioners. The study involved gathering information from classroom observations and teacher interviews to provide background information to assist in developing understandings of these teachers and their science teaching. This article reports on the initial findings drawn from Deanne A, Kate B, Lisa C and Rebecca D. Their practices were organised into the following six categories: classroom environment; conceptual knowledge and procedural skills; teaching strategies and approaches; student-specific considerations; teacher-specific considerations; and context-specific considerations. In examining the components contributing to these categories, it was evident that the teachers’ beliefs, as well as the contextual factors inherent in each classroom environment, influenced how and why they teach science in the ways they do. 相似文献
69.
70.
The paper combines a comprehensive account of the probabilistic model of retrieval with new systematic experiments on TREC Programme material. It presents the model from its foundations through its logical development to cover more aspects of retrieval data and a wider range of system functions. Each step in the argument is matched by comparative retrieval tests, to provide a single coherent account of a major line of research. The experiments demonstrate, for a large test collection, that the probabilistic model is effective and robust, and that it responds appropriately, with major improvements in performance, to key features of retrieval situations.Part 1 covers the foundations and the model development for document collection and relevance data, along with the test apparatus. Part 2 covers the further development and elaboration of the model, with extensive testing, and briefly considers other environment conditions and tasks, model training, concluding with comparisons with other approaches and an overall assessment.Data and results tables for both parts are given in Part 1. Key results are summarised in Part 2. 相似文献