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811.
Elaine McCreery 《British Journal of Religious Education》2005,27(3):265-277
Under the guidelines for Initial Teacher Training, all potential primary teachers are required to learn about teaching religious education. However, religious education is not a high priority on ITT programmes and trainees may often have little introduction to it. Given the sensitive nature of religious education, what is the best way to prepare trainees for teaching religious education, and how far do we need to take into account their views about the subject? This article reports on a study involving trainees on a one‐year PGCE course. All the students were preparing to teach in primary schools and were not specialist religious education trainees. The aim of the study was to discover how trainees felt about teaching religious education in the primary school and how far their feelings linked to their views about religion. The conclusions suggest that any effective preparation of the trainees needs to recognise the diversity of their starting points and allow them opportunity to reflect on their views of religion and religious education. 相似文献
812.
Jessica B. Heppen Nicholas Sorensen Elaine Allensworth Kirk Walters Jordan Rickles Suzanne Stachel Taylor 《Journal of research on educational effectiveness》2017,10(2):272-296
Students who fail algebra are significantly less likely to graduate on time, and algebra failure rates are consistently high in urban districts. Identifying effective credit recovery strategies is critical for getting students back on track. Online courses are now widely used for credit recovery, yet there is no rigorous evidence about the relative efficacy of online versus face-to-face credit recovery courses. To address this gap, this study randomly assigned 1,224 ninth graders who failed algebra in 17 Chicago public high schools to take an online or face-to-face algebra credit recovery course. Compared to students in face-to-face credit recovery, students in online credit recovery reported that the course was more difficult, were less likely to recover credit, and scored lower on an algebra posttest. There were no statistically significant differences by condition on any outcomes measured during the second year of high school (standardized mathematics test and algebra subtest scores, likelihood of passing subsequent math classes, cumulative math credits, or on-track rates). The benefits and challenges of online learning for credit recovery are discussed in light of the findings to date. 相似文献
813.
知识经济与档案信息资源开发 总被引:4,自引:0,他引:4
本文阐述知识经济的特点,知识经济与档案、档案信息资源开发的关系,提出开发档案信息资源,为发展知识经济服务的一些措施和手段。 相似文献
814.
815.
Abstract This study investigated the effect of satellite‐delivered instruction on student achievement and attitude in a high school anatomy and physiology course. The experimental group included students from seven high schools enrolled in the satellite‐delivered course. The control group consisted of students from seven high schools in which classroom teachers provided instruction. An experimental versus control matched‐pair design was used in the study. Two hypotheses were tested using the t test for dependent samples. The findings show that there was no significant difference between the experimental group and control group in attitude toward anatomy and physiology. However, on the achievement test, the mean post‐test score of the experimental group was significantly higher than that of the control group. 相似文献
816.
817.
Simon C. Barrie Robert B. Bucat Mark A. Buntine Karen Burke da Silva Geoffrey T. Crisp Adrian V. George 《International Journal of Science Education》2013,35(11):1795-1814
Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories—Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed. 相似文献
818.
C. Patrick Proctor Bridget Dalton Paola Uccelli Gina Biancarosa Elaine Mo Catherine Snow Sabina Neugebauer 《Reading and writing》2011,24(5):517-544
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention
that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English
bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction
on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison
to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects
were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth
were detected, but not for a researcher-developed measure of breadth. 相似文献
819.
Mary Briggs Suzanne Carrington Chris Coates Mary Doveston Anthony Feiler Cath Gristy Elaine Hall Jenny Hankey Jane Holford Marie Howley Mary Kellett Jackie Lown Elspeth McCartney Diane Montgomery Melanie Nind Sue Pearson Richard Rose Geoff Tennant Kate Wall Philip Garner 《Support for Learning》2009,24(1):3-4
820.