全文获取类型
收费全文 | 1138篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 949篇 |
科学研究 | 23篇 |
各国文化 | 21篇 |
体育 | 58篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 101篇 |
出版年
2023年 | 4篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 27篇 |
2019年 | 35篇 |
2018年 | 73篇 |
2017年 | 81篇 |
2016年 | 46篇 |
2015年 | 41篇 |
2014年 | 37篇 |
2013年 | 256篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 36篇 |
2008年 | 34篇 |
2007年 | 19篇 |
2006年 | 38篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 17篇 |
2002年 | 20篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 18篇 |
1998年 | 21篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 19篇 |
1994年 | 11篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1982年 | 5篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 2篇 |
排序方式: 共有1161条查询结果,搜索用时 15 毫秒
31.
We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis. 相似文献
32.
Instructional Science - Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than... 相似文献
33.
Catherine C. Chase Laura J. Malkiewich Alison Lee Stefan Slater Ahram Choi Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74
It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings. 相似文献
34.
This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students. 相似文献
35.
Catherine Hanna Schrock 《Teaching Artist Journal》2016,14(1):15-23
This article highlights distinctive aspects of an international team-teaching program for teaching artists and the pedagogical implications of its structure. 相似文献
36.
Abstract This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children were interviewed. In contrast to teachers in a previous study who did not have teacher certification, the teachers in the present study believed that play supported children's learning and development and indicated that play was an integral part of their curriculum. Approximately 30% of the teachers who were interviewed said they did not allow children's rough and tumble play either because they thought it was dangerous or it would promote aggression. All of the Pre‐K with disabilities teachers and half of Pre‐K regular teachers said they provided support for play of children with disabilities in their classes. Their reported support focused more on cognitive aspects of play than on social interactions. Children's ideas about play were similar to those in the 1987 study. 相似文献
37.
Although teacher education has undergone radical reforms in many jurisdictions, who teacher educators are, their lives, and their work, continue to be a somewhat underexplored area internationally, while remaining a ‘secret garden’ in the Irish context. In order to address this lacuna in Irish research, this paper adopts a life history, phenomenological approach to the exploration of teacher educator identities. It considers the articulation of identity relative to prior teacher identity and current roles and institutional context. From nine in-depth interviews with teacher educators in a college of education in Ireland, we examine continuities and discontinuities between past and present roles and responsibilities, and identities. We tentatively explore the diverse pathways, values and experiences that construct them as teacher educators in the present, and gain insight in to the strength of former teacher identities: the old overshadowing the ‘new’. We conclude that privileged primary school teacher identities continue to shape teacher educator practices and values despite global and diverse influences at play. The implications of these findings for initial teacher education are considered. 相似文献
38.
Mark Wolery Carol Schroeder Catherine G. Martin Martha L. Venn Ariane Holcombe Jeffri Brookfield Kay Huffman Lucy A. Fleming 《Early education and development》1994,5(3):181-194
This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished. 相似文献
39.
Catherine D.F. Corolleur 《Research Policy》2004,33(4):631-642
This paper examines how scientific and technological (S&T) human capital is transformed into financial capital through the creation of firms by scientists. The analysis is based on a database describing the positions held by 132 founders from 62 French biotech SMEs. It shows that star scientists engage in highly risky but also valuable firms. Less famous scientists must develop their human capital rather than valorising a stock. The paper concludes by pointing to three paradoxes concerning the commitment and compensation scheme of star scientists and the managerial position of less known scientists. 相似文献
40.
This study evaluates the use of full-text databases amongst 425 undergraduate and graduate students in western New York. A review of literature implicated convenience, time issues, article retrieval option knowledge, and the appreciation and understanding of research article quality as potential predictors of full-text reliance. These variables were then evaluated via survey response and frequency counts, by conducting correlations, a one-way ANOVA, and stepwise regression analyses. The findings suggested that convenience, appreciation and understanding of research quality, and time management issues played a significant role in the prediction of student full-text reliance. These findings as well as the relationships among independent variables are discussed. Implications for instruction are then addressed. 相似文献