全文获取类型
收费全文 | 4514篇 |
免费 | 433篇 |
专业分类
教育 | 4192篇 |
科学研究 | 45篇 |
各国文化 | 117篇 |
体育 | 90篇 |
综合类 | 2篇 |
文化理论 | 12篇 |
信息传播 | 489篇 |
出版年
2023年 | 8篇 |
2021年 | 52篇 |
2020年 | 69篇 |
2019年 | 153篇 |
2018年 | 172篇 |
2017年 | 214篇 |
2016年 | 146篇 |
2015年 | 193篇 |
2014年 | 219篇 |
2013年 | 1374篇 |
2012年 | 174篇 |
2011年 | 183篇 |
2010年 | 201篇 |
2009年 | 164篇 |
2008年 | 190篇 |
2007年 | 124篇 |
2006年 | 110篇 |
2005年 | 111篇 |
2004年 | 107篇 |
2003年 | 59篇 |
2002年 | 58篇 |
2001年 | 55篇 |
2000年 | 57篇 |
1999年 | 52篇 |
1998年 | 35篇 |
1997年 | 38篇 |
1996年 | 44篇 |
1995年 | 51篇 |
1994年 | 36篇 |
1993年 | 38篇 |
1992年 | 31篇 |
1991年 | 40篇 |
1990年 | 44篇 |
1989年 | 25篇 |
1988年 | 24篇 |
1987年 | 19篇 |
1986年 | 23篇 |
1985年 | 22篇 |
1984年 | 28篇 |
1983年 | 23篇 |
1982年 | 28篇 |
1981年 | 17篇 |
1980年 | 19篇 |
1979年 | 14篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1976年 | 11篇 |
1975年 | 10篇 |
1974年 | 15篇 |
1973年 | 9篇 |
排序方式: 共有4947条查询结果,搜索用时 18 毫秒
101.
Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
102.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
103.
Rebecca J. M. Gotlieb Courtney Pollack Jessica W. Younger Elizabeth Y. Toomarian Genevive Allaire‐Duquette Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献
104.
Kathryn Sulloway Adams Andrea Moore Mary Rita Roux‐Zink L. Michael Wykes Lynn Kearny 《Performance Improvement》2015,54(9):12-18
Do you regularly reflect on the value you bring to your client? The act of reflection is something experienced consultants, both internal and external, consistently do in their practice. This article examines the ways in which Certified Performance Technologists (CPTs) define and recognize the success of their efforts, but most importantly, how they learn from engagements that do not always end with the desired outcome. You will hear from CPTs across several industries in their own words about what strategies they have employed to continue to improve their skill sets. 相似文献
105.
Muruvvet Demiral‐Uzan 《Performance Improvement Quarterly》2015,28(3):7-23
This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process. 相似文献
106.
107.
Klingner Stephan Miller Mihail Becker Michael Schumacher Frank 《Journal of Cultural Economics》2021,45(4):633-670
Journal of Cultural Economics - In the competitive, increasingly international music business, publishers are developing new ways to increase effectiveness and efficiency of the monetization of the... 相似文献
108.
In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics. 相似文献
109.
110.