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Adele Eskeles Gottfried Karen Nylund-Gibson Allen W. Gottfried Diane Morovati Amber M. Gonzalez 《The Journal of educational research》2017,110(6):642-652
This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed. 相似文献
204.
Denise Jackson David Rowbottom Sonia Ferns Diane McLaren 《Studies in Continuing Education》2017,39(1):35-51
This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N?=?112) and focus group sessions (N?=?17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector. 相似文献
205.
Stephen L. Walter Diane E. Dekker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,7(2):667-683
In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being
a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard
classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun
to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result
of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction
on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local
language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the
control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino,
neither of which is spoken by children when they begin school. Year-end standardised testing was done in all subjects throughout
grades one to three as a means of comparing the two programme methodologies. 相似文献
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207.
Creating Participatory Discourse for Teaching and Research in Early Childhood Science 总被引:1,自引:0,他引:1
This paper presents the results of a study conducted with second grade students and pre-service teachers. This study examined
the possibilities for engaging children in critical discourse about their classroom science experiences. At the heart of this
discussion lies the desire to provide a space for teachers and children to develop relationships and to explore the learning
of science together. Themes that emerged include: (1) on-going, focused, critical dialogue between children and teachers supported
children in developing agency in the classroom, and (2) on-going conversations created the opportunity for children to reveal
their ways of knowing and developing interpretations of the practice of science. 相似文献
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We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. 相似文献
210.
John D. Lowman Tamara K. Kirk Diane E. Clark 《Cardiopulmonary Physical Therapy Journal》2012,23(1):30-35