全文获取类型
收费全文 | 813篇 |
免费 | 10篇 |
专业分类
教育 | 538篇 |
科学研究 | 78篇 |
各国文化 | 19篇 |
体育 | 72篇 |
文化理论 | 6篇 |
信息传播 | 110篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 12篇 |
2020年 | 18篇 |
2019年 | 31篇 |
2018年 | 39篇 |
2017年 | 34篇 |
2016年 | 29篇 |
2015年 | 23篇 |
2014年 | 36篇 |
2013年 | 188篇 |
2012年 | 25篇 |
2011年 | 24篇 |
2010年 | 17篇 |
2009年 | 18篇 |
2008年 | 25篇 |
2007年 | 21篇 |
2006年 | 15篇 |
2005年 | 23篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 16篇 |
2001年 | 17篇 |
2000年 | 14篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1971年 | 3篇 |
1968年 | 3篇 |
1885年 | 5篇 |
1880年 | 3篇 |
1877年 | 4篇 |
1872年 | 3篇 |
排序方式: 共有823条查询结果,搜索用时 0 毫秒
811.
Catherine C. Chase Doris B. Chin Marily A. Oppezzo Daniel L. Schwartz 《Journal of Science Education and Technology》2009,18(4):334-352
Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure. 相似文献
812.
813.
814.
Barrie Noonan Mary Young Leslie Kepron 《International journal for the advancement of counseling》1986,9(4):363-370
The increasing enrolment of Native students has not been matched by increases in success or retention rates. A skill development program designed for support service delivery to high risk students was provided for Native students in a liberal arts university. Assessment of the program in terms of academic performance, a demographic and perceived problem questionnaire, and anecdotal evidence resulted in support for continuation of the program and in planned modification of the orientation component.Although there has been a gratifying increase over the last decade in the enrolment of Canadian Natives in post-secondary programs (Sloan, 1981), this trend has not been followed by an equally increased success rate. Rather, Native students have exhibited high attrition rates paralleling the well-documented rates found in the primary and secondary school system (Sealey, 1980). In light of the lack of evidence for the effectiveness of traditionally-delivered student support services for Native students, efforts have been made to develop programs for Native students prior to admission (Grindstaff, 1970) or for those enrolled in a professional program (Read, 1983). The results of these special programs are encouraging, and consistent with the concept of special service delivery systems for high risk students (Smith et al., 1981).The present paper will examine the results of the first year of operation of a skill development program for Native students in a liberal arts university. 相似文献
815.
816.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献
817.
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis 下载免费PDF全文
Young‐Suk Kim 《Child development》2015,86(1):128-144
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. 相似文献
818.
819.
820.
In 1989, Miller and Aloise challenged the prevailing belief that preschoolers tend to explain others' behavior in terms of external events or a person's physical attributes and have little understanding of psychological causes. That review documented preschoolers' understanding of, and even preference for, psychological causes as part of an emerging renaissance in developmental social‐cognitive research. The present, updated review (97 articles, participant ages 3 months to 6 years) suggests the emergence of a transformative new perspective in which social‐cognition is balanced between social and cognitive aspects rather than tilted toward cognition. Recent research on infants' awareness of mental states, young children's understanding of social categories and their judgments of the trustworthiness of informants, and cultural context reveals various ways in which preschoolers' social‐causal reasoning is social. 相似文献