全文获取类型
收费全文 | 1839篇 |
免费 | 46篇 |
国内免费 | 1篇 |
专业分类
教育 | 1595篇 |
科学研究 | 27篇 |
各国文化 | 17篇 |
体育 | 56篇 |
文化理论 | 14篇 |
信息传播 | 177篇 |
出版年
2021年 | 12篇 |
2020年 | 26篇 |
2019年 | 35篇 |
2018年 | 48篇 |
2017年 | 42篇 |
2016年 | 49篇 |
2015年 | 32篇 |
2014年 | 46篇 |
2013年 | 381篇 |
2012年 | 63篇 |
2011年 | 62篇 |
2010年 | 55篇 |
2009年 | 52篇 |
2008年 | 51篇 |
2007年 | 52篇 |
2006年 | 58篇 |
2005年 | 49篇 |
2004年 | 41篇 |
2003年 | 37篇 |
2002年 | 45篇 |
2001年 | 28篇 |
2000年 | 37篇 |
1999年 | 30篇 |
1998年 | 23篇 |
1997年 | 23篇 |
1996年 | 24篇 |
1995年 | 30篇 |
1994年 | 22篇 |
1993年 | 23篇 |
1992年 | 23篇 |
1991年 | 20篇 |
1990年 | 28篇 |
1989年 | 24篇 |
1988年 | 17篇 |
1987年 | 20篇 |
1986年 | 20篇 |
1985年 | 22篇 |
1984年 | 20篇 |
1983年 | 17篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 15篇 |
1979年 | 16篇 |
1978年 | 12篇 |
1977年 | 19篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 17篇 |
1973年 | 9篇 |
1971年 | 7篇 |
排序方式: 共有1886条查询结果,搜索用时 15 毫秒
261.
Using an experience sampling methodology, the everyday lives of 153 adolescents with low, middle, or high levels of attention-deficit/hyperactivity disorder (ADHD) characteristics as assessed by either parent or teen were examined. Twice each hour, across two 4-day recording intervals, participants in a longitudinal study of stress and health risks logged their behaviors, moods, and social contexts. Those with high, in contrast to low, ADHD symptom levels recorded more negative and fewer positive moods, lower alertness, more entertaining activities relative to achievement-oriented pursuits, more time with friends and less time with family, and more tobacco and alcohol use. Fewer associations emerged with parent-defined than with teen-defined subgroups, although the differences in alertness, peer and family contexts, entertainment versus achievement activities, and substance use were consistent across sources. Even at subclinical levels, ADHD characteristics were associated with behavioral patterns and contexts that may promote peer deviancy training, unhealthy lifestyle behaviors, and vulnerability to nicotine dependence. 相似文献
262.
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR 2 = .11–.31) in comprehension as compared to spelling (ΔR 2 = .01–.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades. 相似文献
263.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
264.
265.
Zusammenfassung. Software-Entwurfsmuster sind eine intuitiv einleuchtende Idee, die viele Befürworter hat. Als Forscher dürfen wir die behaupteten
Wirkungen von Entwurfsmustern jedoch nicht einfach glauben, sondern müssen sie gründlich prüfen. Dieser Artikel beschreibt
die wichtigsten Behauptungen und entwickelt daraus zugeh?rige Forschungsfragen. Wir diskutieren die Methodik für ein Forschungsprogramm,
das die Fragen beantworten soll, und skizzieren praktische Beschr?nkungen, unter denen diese Forschung ablaufen mu?. Es folgt
eine kurze Beschreibung von drei kontrollierten Experimenten und den Hauptfolgerungen aus ihren Ergebnissen. So sollte man
zum Beispiel die Benutzung von Entwurfsmustern in einem Entwurf genau dokumentieren und Entwurfsmuster nicht einsetzen, ohne
alternative Entwürfe zu prüfen. Abschlie?end diskutieren wir ein im Rahmen des Forschungsprogramms geplantes viertes Experiment.
Der Beitrag dieses Artikels liegt vorrangig in einer Beschreibung und Diskussion wichtiger methodischer Aspekte kontrollierter
Experimente in der Softwaretechnik.
Eingegangen am 27. Oktober 1998 / Angenommen am 13. M?rz 1999 相似文献
266.
267.
Toward a Learning Technologies knowledge network 总被引:3,自引:0,他引:3
Roy D. Pea Robert Tinker Marcia Linn Barbara Means John Bransford Jeremy Roschelle Sherry Hsi Sean Brophy Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38
The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource
for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering
and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where
research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions
in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer
science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training
postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University
of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology
Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of
organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production,
sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning
and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of
CILT partnership projects with many other institutions that came out of our national theme-team workshops.
Roy Pea, of SRI International, is Director of CILT.
Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert
Tinker (Concord Consortium), serve as CILT's coprincipal investigators.
Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral
Fellows.
Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders.
Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced
Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT
is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to
this article by the many authors of CILT partnership project proposals, and by theme-team leaders.
The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance
Program while serving as its Director in 1998. 相似文献
268.
269.
Barbara Daveson Jane Edwards 《International Journal of Disability, Development & Education》1998,45(4):449-457
Music therapy is the planned use of music to achieve therapeutic aims. This article outlines the role and application of music therapy in special education with reference to findings documented in recent research and practice literature. Music therapy in Australia is practised in medical contexts (e.g., nursing homes, hospice care, hospitals) and education contexts (e.g., special schools, regular schools, and special education development units). Music therapists also work in private practice or in community programs. 相似文献
270.
Teachers' attitude to mathematics is increasingly put forward as a dominant factor in children's attitudes to mathematics. Our intention at the beginning of this study was to produce instruments for teachers to use in probing student attitudes as part of their personal professional research and development. To this end we undertook eight small studies of attitude carried out across the educational phases, which we report on here. Reflecting on them led us to challenge the very construct of attitude. We are also led to challenge the cause-and-effect model underlying much attitudinal research. We now see attitude as at best a complex notion, and we conjecture that perhaps it is not a quality of an individual but rather a construct of an observer's desire to formulate a story to account for observations. The difficulty in making attitudinal research precise, and in testing the validity of attitudinally based conjectures, lies therefore in conceptual and hence methodological issues. 相似文献