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961.
Jennifer M. Zosh Brian N. Verdine Andrew Filipowicz Roberta Michnick Golinkoff Kathy Hirsh‐Pasek Nora S. Newcombe 《Mind, Brain, and Education》2015,9(3):136-144
As the traditional toys of the past are quickly being replaced with electronically “enhanced” toys, it is important to understand how these changes impact parent–child interactions, especially in light of the evidence that the richness and variety of these interactions have long‐term effects on diverse areas of cognition (Hart & Risley, 1995). Here, we compared the quantity and quality of the language children hear during play with either a traditional (nonelectronic) or an electronic shape sorter designed to teach children about geometric shapes. Spatial toys and spatial language, in particular, were explored since recent work has established that parents' use of spatial language links to children's short‐ and long‐term performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011), and that spatial skills are relevant to success in learning mathematics and science (Newcombe, 2010). Traditional toys prompted more parental spatial language and more varied overall language than did electronic toys. 相似文献
962.
Zachary Batz Brian J. Olsen Jonathan Dumont Farahad Dastoor Michelle K. Smith 《CBE life sciences education》2015,14(2)
The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. 相似文献
963.
A new free app is available for the objective analysis of the blood lactate response to incremental exercise developed using Open-source R software. 相似文献
964.
Lawrence E. Armstrong Evan C. Johnson Matthew S. Ganio Daniel A. Judelson Jakob L. Vingren Brian R. Kupchak 《Journal of sports sciences》2015,33(2):125-135
Because body mass change (ΔMb) does not represent all water losses and gains, the present field investigation determined if (a) ΔMb equalled the net effective body water change during ultra-endurance exercise and (b) ground speed and exercise duration influenced these variables. Thirty-two male cyclists (age range, 35–52 years) completed a 164-km event in a hot environment, were retrospectively triplet matched and placed into one of three groups based on exercise duration (4.8, 6.3, 9.6 h). Net effective body water loss was computed from measurements (body mass, total fluid intake and urine excreted) and calculations (water evolved and mass loss due to substrate oxidation, solid food mass and sweat loss), including (ΔEBWgly) and excluding (ΔEBW) water bound to glycogen. With all cyclists combined, the mean ΔMb (i.e. loss) was greater than that of ΔEBWgly by 1200 ± 200 g (P = 1.4 × 10–18), was similar to ΔEBW (difference, 0 ± 200 g; P = .21) and was strongly correlated with both (R2 = .98). Analysis of equivalence indicated that ΔMb was not equivalent to ΔEBWgly, but was equivalent to ΔEBW. Due to measurement complexity, we concluded that (a) athletes will not calculate the effective body water calculations routinely and (b) body mass change remains a useful field-expedient estimate of net effective body water change. 相似文献
965.
Examining the literacy component of science literacy: 25 years of language arts and science research
Larry Yore Gay L. Bisanz Brian M. Hand 《International Journal of Science Education》2013,35(6):689-725
This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy - among them are critical listening and reading of various sources, multi-media presentations and representations, effective debate and argument, quality explanation and the role of information and communication technologies/environments. 相似文献
966.
This investigation examined whether performance visualization impacts the way high communication apprehensive (CA) people envision themselves as public speakers over time. To that end, high CA individuals were randomly assigned to performance visualization, placebo, or control conditions. When asked to draw pictures of themselves as speakers, high CAs depicted themselves in a more positive, vivid, “in control” fashion after exposure to performance visualization than did those exposed to the control or placebo conditions. These high CAs also reported experiencing lower levels of trait and state CA than did high CAs in the placebo and control conditions. These findings and their implications are discussed at the conclusion of this report. 相似文献
967.
Brian D. Ray 《Peabody Journal of Education》2013,88(1-2):71-106
968.
Brian Dowries 《School Leadership & Management》2013,33(2):227-231
In the fast globalising world of education, it is argued that educational leadership and management as a field of study has failed to keep pace with events in policy and practice. Accordingly, there is need to review how the field might develop to better reflect the forces of globalisation in education and their interaction with local cultural contexts. In this article, we derive five major issues raised by the authors in this Special Issue and express them as propositions. Each of the five propositions is briefly illustrated and presented as pointers to possible future directions for this branch of the field to take. 相似文献
969.
970.