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141.
Anna Jones Joanna Atkinson Chloe Marshall Nicola Botting Michelle C. St Clair Gary Morgan 《Child development》2020,91(2):e400-e414
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse. 相似文献
142.
There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all. 相似文献
143.
Reduction of water evaporation in polymerase chain reaction microfluidic devices based on oscillating-flow 总被引:1,自引:0,他引:1
Alessandro Polini Elisa Mele Anna Giovanna Sciancalepore Salvatore Girardo Adriana Biasco Andrea Camposeo Roberto Cingolani David A. Weitz Dario Pisignano 《Biomicrofluidics》2010,4(3)
Producing polymeric or hybrid microfluidic devices operating at high temperatures with reduced or no water evaporation is a challenge for many on-chip applications including polymerase chain reaction (PCR). We study sample evaporation in polymeric and hybrid devices, realized by glass microchannels for avoiding water diffusion toward the elastomer used for chip fabrication. The method dramatically reduces water evaporation in PCR devices that are found to exhibit optimal stability and effective operation under oscillating-flow. This approach maintains the flexibility, ease of fabrication, and low cost of disposable chips, and can be extended to other high-temperature microfluidic biochemical reactors. 相似文献
144.
Anna Llewellyn 《Journal of Mathematics Teacher Education》2009,12(6):411-426
In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers
on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses
of the masculine mathematician and the feminine primary school teacher. The initial purpose of the article is to deconstruct
the themes of control, choice and confidence, which I argue are prevalent within mathematical discourses within our current
neoliberal society. A further aim of the article is to explore the representation of discourse and data within educational
texts, which I do by experimenting with the language used throughout. 相似文献
145.
Pierluigi Zoccolotti Maria De Luca Gloria Di Filippo Anna Judica Marialuisa Martelli 《Reading and writing》2009,22(9):1053-1079
The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading
of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not
accuracy was normally distributed across all ages considered. The role of specific effects (length, word frequency, and lexicality)
versus global factors in reading speed was examined using the Rate–Amount Model (RAM). A global processing factor accounted
for a large portion of the variance. Specific influences of length, frequency, and lexicality were detected in different periods
of development over and above the global processing factor. Length modulated performance at early stages of learning and progressively
less later on; in the case of non-words, the effect of length was large but did not change as a function of grade. The lexicality effect, present at all ages for high frequency words and by third grade for low frequency words increased with reading practice
indicating a progressive differentiation in the ability to read words and non-words. Finally, the effect of word frequency
was highest in third grade and then decreased. These findings are discussed in terms of their relevance for reading acquisition
in a language with transparent orthography and their implications for evaluating developmental reading deficits. Overall,
it is proposed that RAM is a useful tool for disentangling the role of specific versus global factors in reading development. 相似文献
146.
147.
Jerry Booth Sarah Collins Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29
This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes. 相似文献
148.
Anna Emilia Berti Isabella Baldin Laura Toneatti 《Contemporary educational psychology》2009,34(4):278-288
A total of 150 students, from 8 to 25 years, were interviewed about ordeal1 in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent. 相似文献
149.
Thorwart and Lachnit (2009) found reliable symmetrical decrements in two generalization tasks: Removing an already trained
component from a compound did not result in larger decrements than adding a new one did. In two contingency learning experiments,
we investigated first whether time pressure during stimulus processing, as well as the degree of perceptual grouping, was
effective in controlling the symmetry of the decrements (Experiment 1); and second, whether the symmetry was affected by the
causal versus predictive nature of the relationship between the cue and the outcome (Experiment 2). The experiments generated
unexpected results, since both revealed asymmetrical decrements independent of the manipulations introduced. They therefore
demonstrate that more research is needed in order to understand the variables influencing stimulus representation in human
associative learning. 相似文献
150.
Kalle Juuti Jari Lavonen Anna Uitto Reijo Byman Veijo Meisalo 《International Journal of Science and Mathematics Education》2010,8(4):611-632
Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish
grade 9 students’ actual experiences with science teaching methods and their preferences for how they would like to study
science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys) across randomly sampled secondary
schools. Students were asked to evaluate how often a particular teaching method is used in science (chemistry and physics)
teaching and how often they would like to see the teaching method used. Data were analyzed using nonparametric tests. Boys
seemed to be more satisfied with current and traditional science teaching methods like direct teaching, solving basic problems,
reading textbooks, and conducting practical work, while girls desired more discussion. Students who are interested in school
science or think that school science is relevant in everyday life would like more creative activities such as brainstorming
and project work. Results indicated that understanding the connection between student interest and teaching method preferences,
especially interpreting interested students’ desire for creative activities, are important aspects for future research. 相似文献