全文获取类型
收费全文 | 1381篇 |
免费 | 39篇 |
国内免费 | 2篇 |
专业分类
教育 | 1085篇 |
科学研究 | 82篇 |
各国文化 | 14篇 |
体育 | 96篇 |
文化理论 | 9篇 |
信息传播 | 136篇 |
出版年
2022年 | 10篇 |
2021年 | 19篇 |
2020年 | 23篇 |
2019年 | 56篇 |
2018年 | 57篇 |
2017年 | 60篇 |
2016年 | 45篇 |
2015年 | 20篇 |
2014年 | 33篇 |
2013年 | 323篇 |
2012年 | 36篇 |
2011年 | 34篇 |
2010年 | 27篇 |
2009年 | 21篇 |
2008年 | 35篇 |
2007年 | 30篇 |
2006年 | 32篇 |
2005年 | 31篇 |
2004年 | 36篇 |
2003年 | 25篇 |
2002年 | 26篇 |
2001年 | 21篇 |
2000年 | 21篇 |
1999年 | 17篇 |
1998年 | 14篇 |
1997年 | 17篇 |
1996年 | 24篇 |
1995年 | 21篇 |
1994年 | 11篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 18篇 |
1989年 | 12篇 |
1988年 | 12篇 |
1986年 | 13篇 |
1985年 | 17篇 |
1984年 | 12篇 |
1983年 | 17篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 7篇 |
1977年 | 12篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1974年 | 8篇 |
1969年 | 5篇 |
1890年 | 7篇 |
排序方式: 共有1422条查询结果,搜索用时 15 毫秒
41.
42.
Text as design, writers as designers 总被引:1,自引:0,他引:1
Acknowledging the changing nature of writing in the 21st century, particularly the increasing significance of visual characteristics in written texts, this paper explores the implications of multimodality for the pedagogy of writing. It considers the potential disjunction between children's life experiences of written texts and the demands of the writing curriculum, particularly in the secondary phase, and whilst arguing for greater recognition of the role of the visual, the paper also notes the importance of ensuring all children also have access to powerful verbal texts. Drawing on two separate research studies, the paper demonstrates how visual characteristics of written texts influence readers' responses to texts, but also how writers are aware of some of the choices they make in shaping verbal texts. The paper argues for a reconceptualisation of the writing process as a design process, and for a pedagogy of writing which encourages, supports and enables writers to become confident and effective designers of texts. 相似文献
43.
44.
International Journal of Science and Mathematics Education - In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger... 相似文献
45.
Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit? 总被引:12,自引:0,他引:12
The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in children and adults with and without disabilities in mathematics. A hierarchical regression analysis showed that, when partialing for the influence of reading ability, age, and gender, mathematical computation was better predicted by verbal than by visual-spatial working memory. Furthermore, the results showed that the relationship between mathematics ability and working memory were not significantly moderated by age but were stable across a broad age span. We concluded that, regardless of age, deficits in mathematics are mediated by both a domain-general and a domain-specific working memory system. 相似文献
46.
The authors present and empirically test a multivariate model of the use of mental health counseling services. Use of such services by 1st‐year college students is directly a result of need for these services and willingness to use them. Beliefs about mental health services and demographic characteristics are not directly related to use, but indirectly affect use by influencing willingness to use. Implications for college counseling programs are discussed. 相似文献
47.
The elaboration theory of instruction: A model for sequencing and synthesizing instruction 总被引:1,自引:2,他引:1
Charles M. Reigeluth M. David Merrill Brent G. Wilson Reginald T. Spiller 《Instructional Science》1980,9(3):195-219
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions. 相似文献
48.
Melissa Gilliam Patrick Jagoda Erin Jaworski Luciana E. Hebert Phoebe Lyman M. Claire Wilson 《Sex education》2016,16(4):391-404
This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings. 相似文献
49.
In Leonard Koos’s book, The Junior-College Movement, he described the establishment of a junior college in an American public school district as the ‘culmination of the local school system’, alluding to the prestige associated with having a junior college in a community. The best-known example of this arrangement was in Pasadena, California where the combined high school and college operated for 27 years. Less well known is the four-year junior college in central Missouri called Moberly Junior College (MJC). MJC operated as a combined high school and college for 36 years from the autumn of 1931 to the autumn of 1967, the longest running four-year junior college in the United States. This case study of the college examines how the seamless transition between high school and college was accomplished, and what changes in the institution and the educational environment led to the eventual dissolution of the four-year junior college. 相似文献
50.
We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members-two from biology and two from mathematics-gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us. 相似文献