全文获取类型
收费全文 | 3572篇 |
免费 | 48篇 |
国内免费 | 30篇 |
专业分类
教育 | 2540篇 |
科学研究 | 364篇 |
各国文化 | 26篇 |
体育 | 346篇 |
综合类 | 70篇 |
文化理论 | 45篇 |
信息传播 | 259篇 |
出版年
2023年 | 26篇 |
2022年 | 77篇 |
2021年 | 96篇 |
2020年 | 151篇 |
2019年 | 188篇 |
2018年 | 217篇 |
2017年 | 221篇 |
2016年 | 182篇 |
2015年 | 175篇 |
2014年 | 191篇 |
2013年 | 646篇 |
2012年 | 158篇 |
2011年 | 165篇 |
2010年 | 132篇 |
2009年 | 123篇 |
2008年 | 115篇 |
2007年 | 110篇 |
2006年 | 90篇 |
2005年 | 73篇 |
2004年 | 65篇 |
2003年 | 61篇 |
2002年 | 46篇 |
2001年 | 34篇 |
2000年 | 24篇 |
1999年 | 14篇 |
1998年 | 20篇 |
1997年 | 15篇 |
1996年 | 23篇 |
1995年 | 14篇 |
1994年 | 17篇 |
1993年 | 13篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1970年 | 4篇 |
1882年 | 6篇 |
1880年 | 5篇 |
排序方式: 共有3650条查询结果,搜索用时 15 毫秒
991.
Jean-François Rouet Ludovic Le Bigot Guillaume de Pereyra M. Anne Britt 《Reading and writing》2016,29(8):1549-1570
Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension. 相似文献
992.
ABSTRACTThe World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills. 相似文献
993.
For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students. 相似文献
994.
Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
995.
Cristián Bellei Xavier Vanni Juan P. Valenzuela Daniel Contreras 《School Effectiveness & School Improvement》2016,27(3):275-292
This paper is based on a multiple case study of schools which have been identified as improving their performance for about a decade. We proposed different criteria by which to characterize and study these improvement processes and, by applying them to our sample, we elaborated a typology of school improvement trajectories: we identified 4 different trajectories of school improvement. We called the first type restricted improvement because at its center is the management of processes that mainly target academic achievement tests; the second is incipient improvement, which is based on changes that restructure the school processes; the third identified trajectory are cases where school improvement is moving toward institutionalization, while the last are those cases where improvement has been already institutionalized and the schools have achieved high levels of educational effectiveness. We identified challenges that schools face at different stages of school improvement and discussed some related policy issues. 相似文献
996.
"四手联弹"与学生综合音乐素质培养 总被引:1,自引:0,他引:1
陈乐燕 《湖州师范学院学报》2003,25(2):60-63
“四手联弹”这种钢琴演奏艺术形式,不仅能培养演奏者对音乐的兴趣、爱好,而且还能充分提高演奏者的听赏能力、合作能力、音乐表现力等。在音乐教学中重视并广泛应用“四手联弹”,对培养学生的综合音乐素质具有重要的实践意义。 相似文献
997.
Jesús Sánchez-Martín García J. Álvarez-Gragera M. Antonia Dávila-Acedo Vicente Mellado 《European Journal of Engineering Education》2017,42(6):1330-1343
The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12–16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching–learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies. 相似文献
998.
Alejandro S. González-Martín Elena Nardi Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252
We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former. 相似文献
999.
This paper sheds light on the role of tertiary or higher education in economic development across two successful OECD case studies: Finland and South Korea. A number of key aspects are discussed, from the nature of the social contract between higher education and the economy to the endogenous characteristics of domestic higher education to the links between the sector and regional development, innovation and the labour market. The lessons learned are of importance to policy makers and institutional planners across the world, not least to less developing nations and regions, due to the unprecedented opportunities brought by a global, knowledge-based economy. 相似文献
1000.
Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Raulie Lo Matthew Williamson 《Educational technology research and development : ETR & D》1992,40(2):77-82
A study of authoring system technology was done to update a previous study done in 1985. While the earlier study focused on
software selection methods, the current one emphasizes trends in authoring tool characteristics, vendor approaches to the
market-place, and evaluation methods. It also raises questions about some of the often tacit assumptions underlying the technology's
development and use. 相似文献