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981.
Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers’ GPK assessed via a standardised paper–pencil test and the quality of their instruction rated by their students. A sample of 246 in-service teachers at vocational schools in Austria is used. Teachers’ GPK positively correlates with students’ perceptions of effective classroom management, generic teaching methods/teacher clarity and teacher–student relationships. Regression analysis shows that GPK is a significant predictor for instructional quality even when controlled for teacher education grades, teacher personality (Big-Five) and teaching experience. Implications of teachers’ GPK as a resource for their teaching, limitations of the study and perspectives for future research are discussed. 相似文献
982.
983.
Zinc (Zn) deficiency in animals became of interest until the 1950s. In this paper, progresses in researches on physi-ology of Zn deficiency in animals, phytate effect on bioavailability of Zn, and role of phytase in healing Zn deficiency of animals were reviewed. Several studies demonstrated that Zn is recycled via the pancreas; the problem of Zn deficiency was controlled by Zn homeostasis. The endogenous secretion of Zn is considered as an important factor influencing Zn deficiency, and the critical molar ratio is 10. Phytate (inositol hexaphosphate) constituted up to 90% of the organically bound phosphorus in seeds. Great improvement has been made in recent years on isolating and measuring phytate, and its structure is clear. Phytate is considered to reduce Zn bioavailability in animal. Phytase is the enzyme that hydrolyzes phytate and is present in yeast, rye bran, wheat bran, barley, triticale, and many bacteria and fungi. Zinc nutrition and bioavailability can be enhanced by addition of phytase to animal feeds. Therefore, using phytase as supplements, the most prevalent Zn deficiency in animals may be effectively corrected without the mining and smelting of several tons of zinc daily needed to correct this deficiency by fortification worldwide. 相似文献
984.
There is paucity of original research that explains phenomena related to content organization and site design of educational Web sites. Educational Web sites are often used to provide Web‐based instruction, which itself is a relatively recent phenomenon for business schools, and additional research is needed in this area. Educational Web sites are designed with a different set of criteria as compared with other sites, such as those having an e‐commerce or marketing focus. More research is needed to build a theoretical foundation for feature requirements in educational Web sites. As in any new approach to teaching and learning, critical issues need to be examined before Web‐based instruction is fully integrated into teaching processes. When developing educational Web sites, features that support pedagogy should be given primary consideration. It is therefore important to identify key elements that will have maximum impact on learning. Using Q‐sort analysis (a type of Factor Analysis), this study investigated feature requirements of educational Web sites as perceived by business students. Based on the analysis of user requirements in relation to several variables that were identified from a review of literature, group characteristics emerged from students' responses. Similarities and differences between groups were investigated, and implications of these results for development of educational Web sites are presented in this study. 相似文献
985.
The study examines the predictive value of several variabls on ninth-grade grade point average for Mexican-American and Puerto
Rican high school students. English and Spanish proficiency in reading, writing, speaking, and understanding the language
as well as the use of Spanish or English in the home represented the language variables. The students' immigration status,
gender, place of geographic residence, and mother's education were also included. Gender andimmigration status significantly
predicted GPA. English proficiency was significantly different for the two groups, and the more English-proficient Mexican-Americans
did more poorly in high school. No other language variables were significant predictors of the students' GPA in the study. 相似文献
986.
Childbirth educators, doulas, nurses, and women respond to the six care practices for normal birth 下载免费PDF全文
Curl M Davies R Lothian S Pascali-Bonaro D Scaer RM Walsh A 《The Journal of perinatal education》2004,13(2):42-50
This collection of commentaries by childbirth educators, doulas, a labor and delivery nurse, and a woman preparing for the birth of her second baby provide an overall response to all six of Lamaze International's care practice papers that promote normal birth: Labor Begins on Its Own; Freedom of Movement throughout Labor; Continuous Labor Support; No Routine Interventions; Non-Supine (e.g., Upright or Side-Lying) Positions for Birth; and No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding. Strategies for using the position papers to facilitate learning in childbirth classes and for helping expectant parents access and understand research are presented. The commentaries describe the value of the position papers as a catalyst for professional growth, a foundation for creating change, a way to encourage reflection among professionals and women planning for the births of their babies, and an inspiration for everyone who advocates normal birth. 相似文献
987.
988.
Barbara Schaich-Rogers 《Journal of Food Science Education》2007,6(1):17-21
ABSTRACT: In January 2006, every science department chair in U.S. public, private, and parochial high schools received information on food science, including a DVD, poster, and experiment guide developed by the Institute of Food Technologists (IFT), IFT Foundation, and Discovery Education. To promote the experiments and to encourage implementation of the program's components in secondary schools, the IFT K-12 Career Guidance Committee presented a teacher training session at the national IFT Annual Meeting + Food EXPO® in Orlando, Florida, on Monday, June 26, 2006. Twenty Orlando-area science teachers were treated to 3 h of activities, during which they performed and learned how to teach 3 experiments from the areas of physics, chemistry, and biology, demonstrated by the committee. In addition, to extend the effects of the session beyond the Orlando area, IFT member Food Science Ambassadors were invited to the training session so that they could become proficient in demonstrating the experiments, and to equip them with the knowledge to host a training session in their own geographical area in the future. Fifteen Food Science Ambassadors attended the session. After lab time, K-12 Career Guidance Committee members and IFT Student Association (IFTSA) chapter presidents led small groups of teachers on tours of the EXPO floor to learn more about how science is applied in the food industry. 相似文献
989.
Barbara Schroder 《Educational studies》2006,32(3):307-317
This paper explores ways to bring together local and global knowledge systems in the context of education. It first discusses the concepts of native science and of intercultural education, key ideas in Ecuadorian indigenous education today. Both of these concepts seek to unite the local and the global in new ways. It explores the views of Ecuadorian indigenous educators and leaders around issues of education and science. The primary need voiced by these individuals is that of defending their communities against various kinds of encroachment, economic as well as cultural, and the enterprise of education is viewed within this reality. Finally, the paper discusses the paradigm of place‐conscious education, which the author argues is a unifying conceptual framework that speaks to the concerns voiced by these educators as well as those of educators elsewhere. 相似文献
990.
This study examines educators’ perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the “forward mapping,” of implementation and identified teacher “gatekeeping” as well as parental expectations as chief barriers to opening up AP enrollment. Teachers, however, found implementation problematic—accountability levers had contradictory provisions and overall neglect nonacademic barriers to college access for low-income African American and Hispanic students. The current value-added model of incorporating student exam performance as a key component of teacher evaluations complicates the advocacy associated with increasing low-SES students’ participation in AP classes as educators strive to maintain high pass rates amid open-enrollment policies. We argue for increased support systems to enhance students’ preparedness for taking college-level courses while in high school, leading to increased college attendance and degree completion. 相似文献