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571.
David F. Treagust A. L. Chandrasegaran Julianne Crowley Benny H. W. Yung Irene P.-A. Cheong Jazilah Othman 《International Journal of Science and Mathematics Education》2010,8(1):141-164
This paper reports on the understanding of three key conceptual categories relating to the kinetic particle theory: (1) intermolecular
spacing in solids, liquids and gases, (2) changes of state and intermolecular forces and (3) diffusion in liquids and gases,
amongst 148 high school students from Brunei, Australia, Hong Kong and Singapore using 11 multiple-choice items that required
students to provide explanations for their selection of particular responses to the items. Students’ responses to the items
revealed limited understanding of the particle theory concepts, with nine alternative conceptions held by more than 10% of
various samples of students. Also, 40.5–78.4% of all students indicated consistent understanding relating to the three conceptual
categories based on their responses to the 11 items. However, when their explanations were taken into account, very few students
displayed consistent understanding of the related concepts. 相似文献
572.
Conditioning-specific reflex modification occurs when an unconditioned response is modified in theabsence of the conditioned stimulus as a result of pairings of the conditioned stimulus and an unconditioned stimulus. In two experiments,
we assessed conditioning-specific reflex modification in either a novel context (Experiment 1) or a context different from,
but equally familiar in relation to, the training context (Experiment 2). Conditioning-specific reflex modification did not
demonstrate sensitivity to a novel context but did demonstrate sensitivity to a change in familiar context. The data cannot
be explained by unconditioned stimulus preexposure, overtraining, or context insensitivity. The results suggest that conditioning-specific
reflex modification models normal stress and may be used to evaluate theories of and treatments for posttraumatic stress disorder. 相似文献
573.
This study examines the prevalence, contexts, and demographic correlates of monotonic response patterns (MRPs) in online student evaluations. Results of two-level hierarchical generalized linear models show evidence of careless monotonic responses to a survey administered to students enrolled in a university-level foreign language course in the Republic of Korea. All else being equal, freshmen and students in classes with fewer survey participants were more likely to choose monotonic response patterns in course evaluations. Possible factors at work in generating MRPs are identified and discussed. The severity of the MRP problem in online ratings underscores the importance for administrators to consider possible validity threats in student evaluations before using them as tools to inform instructional and administrative decisions. It is also important to design course evaluation surveys in such a way as to minimize careless responses and to identify means to induce more thoughtful responses from college students. 相似文献
574.
Bernard Schneuwly 《Zeitschrift für Erziehungswissenschaft》2018,21(2):279-298
The concept of “Bildung”, substantially developed by Wilhelm von Humboldt, and the French concept of “instruction”, substantially defined by the Marquis de Condorcet, have heavily influenced schools in German and French speaking cultures. School subjects as the general principles of ordering school knowledge prevail as soon as Bildung/instruction becomes granted by state institutions. I maintain that school subjects are the socio-historical form of the modern school system, through which Bildung/instruction continually develops in contradictory ways. On the basis of a concise definition of “Bildung”, mirrored by the contemporaneous concept of French “instruction”, the paper shows that school subjects become the common form and measure for organizing and distributing knowledge and know how to be taught and learned during the 19th century. Four theses are discussed concerning the way school subjects realize the ideals of Bildung in many contradictory forms: 1. The canon of school subjects guarantee manifold contents for developing capacities for students, in part through a realization of Humboldt’s and Condorcet’s concepts. 2. They integrate contradictory demands of society: Bildung, moralization in the sense of “governing the soul” on the one side, national cohesion, selection and distinction between students on the other. 3. They allow contents coming from higher education levels to enter primary schools. 4. They combine universal contents with local and regional ones. 相似文献
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