全文获取类型
收费全文 | 1197篇 |
免费 | 23篇 |
国内免费 | 1篇 |
专业分类
教育 | 1000篇 |
科学研究 | 25篇 |
各国文化 | 21篇 |
体育 | 62篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 104篇 |
出版年
2023年 | 5篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 29篇 |
2019年 | 39篇 |
2018年 | 74篇 |
2017年 | 85篇 |
2016年 | 48篇 |
2015年 | 41篇 |
2014年 | 40篇 |
2013年 | 275篇 |
2012年 | 38篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 37篇 |
2008年 | 36篇 |
2007年 | 21篇 |
2006年 | 39篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 18篇 |
2002年 | 20篇 |
2001年 | 12篇 |
2000年 | 20篇 |
1999年 | 18篇 |
1998年 | 22篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 19篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 5篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1936年 | 1篇 |
1927年 | 1篇 |
排序方式: 共有1221条查询结果,搜索用时 15 毫秒
91.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
92.
Tina L. Freiburger Danielle M. Romain Blake M. Randol Catherine D. Marcum 《Journal of Criminal Justice Education》2017,28(2):222-247
Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed. 相似文献
93.
A large battery of reading related skills were orally administered to 111 4-year old and 118 5-year old Korean kindergartners,
who were also tested on reading of regular and irregular Korean Hangul words. In regression equations, speeded naming was
uniquely associated with reading of both regular and irregular words. In contrast, only the three measures of phonological
awareness at the levels of phoneme onset, coda, and syllable uniquely explained Hangul regular word recognition, whereas only
morphological awareness consistently explained irregular word recognition. Results suggest somewhat different cognitive demands
for reading of regular and irregular words, based on the dual-route model, in Korean Hangul. 相似文献
94.
95.
Westfall C 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(1):30-56
Historians of science have tended to focus exclusively on scale in investigations of largescale research, perhaps because it has been easy to assume that comprehending a phenomenon dubbed "Big Science" hinges on an understanding of bigness. A close look at Lawrence Berkeley Laboratory's Bevalac, a medium-scale "mezzo science" project formed by uniting two preexisting machines--the modest SuperHILAC and the grand Bevatron--shows what can be gained by overcoming this preoccupation with bigness. The Bevalac story reveals how interconnections, connections, and disconnections ultimately led to the development of a new kind of science that transformed the landscape of large-scale research in the United States. Important lessons in historiography also emerge: the value of framing discussions in terms of networks, the necessity of constantly expanding and refining methodology, and the importance of avoiding the rhetoric of participants and instead finding words to tell our own stories. 相似文献
96.
Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning. 相似文献
97.
Susan Yoon Erminia Pedretti Larry Pedretti Jim Hewitt Kirk Perris Roland Van Oostveen 《Journal of Science Teacher Education》2006,17(1):15-35
In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.
相似文献
相似文献
98.
Quality Learning of Physics: Conceptions Held by High School and University Teachers 总被引:1,自引:0,他引:1
This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers – final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do. 相似文献
99.
100.