全文获取类型
| 收费全文 | 1093篇 |
| 免费 | 9篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 841篇 |
| 科学研究 | 75篇 |
| 各国文化 | 24篇 |
| 体育 | 40篇 |
| 文化理论 | 14篇 |
| 信息传播 | 109篇 |
出版年
| 2020年 | 10篇 |
| 2019年 | 26篇 |
| 2018年 | 33篇 |
| 2017年 | 34篇 |
| 2016年 | 37篇 |
| 2015年 | 25篇 |
| 2014年 | 23篇 |
| 2013年 | 206篇 |
| 2012年 | 22篇 |
| 2011年 | 28篇 |
| 2010年 | 16篇 |
| 2009年 | 19篇 |
| 2008年 | 28篇 |
| 2007年 | 16篇 |
| 2006年 | 22篇 |
| 2005年 | 26篇 |
| 2004年 | 28篇 |
| 2003年 | 19篇 |
| 2002年 | 17篇 |
| 2001年 | 18篇 |
| 2000年 | 21篇 |
| 1999年 | 25篇 |
| 1998年 | 15篇 |
| 1997年 | 12篇 |
| 1996年 | 17篇 |
| 1995年 | 17篇 |
| 1994年 | 7篇 |
| 1993年 | 11篇 |
| 1992年 | 19篇 |
| 1991年 | 6篇 |
| 1990年 | 19篇 |
| 1989年 | 13篇 |
| 1988年 | 10篇 |
| 1987年 | 17篇 |
| 1985年 | 12篇 |
| 1984年 | 13篇 |
| 1983年 | 18篇 |
| 1982年 | 11篇 |
| 1981年 | 9篇 |
| 1980年 | 10篇 |
| 1979年 | 12篇 |
| 1978年 | 9篇 |
| 1977年 | 10篇 |
| 1976年 | 9篇 |
| 1974年 | 7篇 |
| 1973年 | 7篇 |
| 1971年 | 7篇 |
| 1969年 | 8篇 |
| 1868年 | 5篇 |
| 1828年 | 6篇 |
排序方式： 共有1103条查询结果，搜索用时 15 毫秒
991.
Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes. 相似文献
992.
Relatively little is known about the extent of marijuana use and related risk‐taking behavior by college students on historically Black colleges and universities (HBCUs). Undergraduate students (N = 212) from an HBCU in the southern region of the United States completed anonymous questionnaires that assessed their marijuana‐related behaviors and perceptions. Logistic regression analysis revealed risk factor profiles that provide college counselors with greater insight into prevention and treatment on HBCU campuses. 相似文献
993.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
994.
Joanne Brownlee Barry Dart Gillian Boulton‐Lewis Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120
Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge. 相似文献
995.
996.
We used preferential looking to estimate the monocular visual resolution of children 6-36 months old and compared results from 3 psychophysical methods: Taylor and Creelman's PEST staircase, our modification of the PEST procedure, and the method-of-constant stimuli. Estimates of visual resolution for 48 children tested with the original and modified PEST procedures and for 50 children tested with the method-of-constant stimuli and the modified PEST procedure showed excellent agreement across procedures, with the modified PEST procedure requiring the fewest trials and the least time. Results from the modified PEST procedure for 168 children with normal eye alignment and minimal refractive errors indicated that monocular visual resolution improves from 6.5 min at 6 months to 1.2 min at 36 months. Preferential looking combined with the shortened PEST procedure should be useful for testing the visual resolution of preverbal children with eye problems. 相似文献
997.
998.
The study reexamines the paradigm concept as presented by Lodahl and Gordon with respect to the concept of consistency in professional life. The results show that high paradigm disciplines are more consistent than low paradigm disciplines on selected measures of educational background and professional activity. The conclusions of this investigation suggest first that the paradigm concept works well by itself in researching academic professions, and second that the concept of consistency offers a new way of both classifying faculty and exploring the dimensions of faculty characteristics. 相似文献
999.
1000.
Essay and multiple-choice scores from Advanced Placement (AP) examinations in American History, European History, English Language and Composition, and Biology were matched with freshman grades in a sample of 32 colleges. Multiple-choice scores from the American History and Biology examinations were more highly correlated with freshman grade point averages than were essay scores from the same examinations, but essay scores were essentially equivalent to multiple-choice scores in correlations with course grades in history, English, and biology. In history courses, men and women received comparable grades and had nearly equal scores on the AP essays, but the multiple-choice scores of men were nearly one half of a standard deviation higher than the scores of women. 相似文献