全文获取类型
收费全文 | 1504篇 |
免费 | 25篇 |
国内免费 | 3篇 |
专业分类
教育 | 1117篇 |
科学研究 | 76篇 |
各国文化 | 19篇 |
体育 | 152篇 |
文化理论 | 12篇 |
信息传播 | 156篇 |
出版年
2022年 | 8篇 |
2021年 | 16篇 |
2020年 | 40篇 |
2019年 | 55篇 |
2018年 | 63篇 |
2017年 | 87篇 |
2016年 | 64篇 |
2015年 | 54篇 |
2014年 | 45篇 |
2013年 | 339篇 |
2012年 | 46篇 |
2011年 | 51篇 |
2010年 | 35篇 |
2009年 | 44篇 |
2008年 | 42篇 |
2007年 | 39篇 |
2006年 | 32篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 12篇 |
2002年 | 30篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 17篇 |
1997年 | 21篇 |
1996年 | 25篇 |
1995年 | 22篇 |
1994年 | 26篇 |
1993年 | 16篇 |
1992年 | 10篇 |
1991年 | 6篇 |
1990年 | 13篇 |
1989年 | 12篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 12篇 |
1985年 | 7篇 |
1984年 | 11篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 7篇 |
1978年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 5篇 |
排序方式: 共有1532条查询结果,搜索用时 9 毫秒
151.
Brian Hand Lori A. Norton-Meier Murat Gunel Recai Akkus 《International Journal of Science and Mathematics Education》2016,14(5):847-863
How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level). 相似文献
152.
153.
Brian Ferry 《Research in Science Education》1996,26(2):233-245
This paper reports on the use of a HyperCardTM-based tool to create and modify concept maps about science related subject matter. The tool was trialed with seventy-one
preservice teachers who were planning to teach a science topic to a primary school class. Data gathered from interviews, journals
and analysis of concept maps indicated that the concept mapping tool was easy to use because it generated little cognitive
load and quickly became transparent to the users. This allowed preservice teachers to focus their attention upon the construction
of their maps and to organise their cognitive frameworks into more powerful integrated patterns. It was also found that the
process of concept map construction may enhance preservice teacher thinking about effective teaching. 相似文献
154.
155.
156.
Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities. 相似文献
157.
158.
Brian A. Davies 《Instructional Science》2001,29(6):517-524
Instructions for Authors
Instructions for Authors 相似文献159.
160.
Raymond Lynch Adrian Hurley Olivia Cumiskey Brian Nolan Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103
This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework. 相似文献