全文获取类型
收费全文 | 480篇 |
免费 | 13篇 |
专业分类
教育 | 393篇 |
科学研究 | 22篇 |
各国文化 | 9篇 |
体育 | 18篇 |
信息传播 | 51篇 |
出版年
2023年 | 6篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 16篇 |
2018年 | 14篇 |
2017年 | 23篇 |
2016年 | 16篇 |
2015年 | 11篇 |
2014年 | 18篇 |
2013年 | 112篇 |
2012年 | 16篇 |
2011年 | 11篇 |
2010年 | 6篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 7篇 |
2006年 | 10篇 |
2005年 | 4篇 |
2004年 | 5篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1994年 | 7篇 |
1993年 | 14篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 11篇 |
1984年 | 4篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 8篇 |
1978年 | 5篇 |
1976年 | 5篇 |
1965年 | 5篇 |
1963年 | 3篇 |
1928年 | 2篇 |
1927年 | 3篇 |
1925年 | 3篇 |
1924年 | 2篇 |
排序方式: 共有493条查询结果,搜索用时 15 毫秒
71.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
72.
73.
Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (Mage = 15 years). Moderation by ethnic–racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic–racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic–racial group may explain puberty-linked outcomes. 相似文献
74.
Christina Weiland Rebecca Unterman Anna Shapiro Sara Staszak Shana Rochester Eleanor Martin 《Child development》2020,91(5):1401-1422
This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies. 相似文献
75.
Eleanor M. Hawe Isabel Browne Alexis Siteine Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304
This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand. 相似文献
76.
77.
Invention and Productive Failure activities ask students to generate methods that capture the important properties of some given data (e.g., uncertainty) before being taught the expert solution. Invention and Productive Failure activities are a class of scientific inquiry activities in that students create, implement, and evaluate mathematical models based on data. Yet, lacking sufficient inquiry skills, students often do not actualize the full potential of these activities. We identified key invention strategies in which students often fail to engage: exploratory analysis, peer interaction, self-explanation, and evaluation. A classroom study with 134 students evaluated the effect of supporting these skills on the quality and outcomes of the invention process. Students in the Unguided Invention condition received conventional Invention Activities; students in the Guided Invention condition received complementary metacognitive scaffolding. Students were asked to invent methods for calculating uncertainties in best-fitting lines. Guided Invention students invented methods that included more conceptual features and ranked the given datasets more accurately, although the quality of their mathematical expressions was not improved. At the process level, Guided Invention students revised their methods more frequently and had more and better instances of unprompted self-explanations even on components of the activity that were not supported by the metacognitive scaffolding. Classroom observations are used to demonstrate the effect of the scaffolding on students’ learning behaviours. These results suggest that process guidance in the form of metacognitive scaffolding augments the inherent benefits of Invention Activities and can lead to gains at both domain and inquiry levels. 相似文献
78.
Michael Boulton Helen Woodmansey Emma Williams Ruth Spells Beth Nicholas Eleanor Laxton 《教育心理学》2012,32(3):277-294
Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. 相似文献
79.
80.
Zakiya S. Wilson Lakenya Holmes Karin deGravelles Monica R. Sylvain Lisa Batiste Misty Johnson Saundra Y. McGuire Su Seng Pang Isiah M. Warner 《Journal of Science Education and Technology》2012,21(1):148-156
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM)
undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national
STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving
STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices
in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State
University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring
model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring
and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM
undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they
learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants
in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s
salient features on improving STEM retention through graduation for all students, particularly those from underrepresented
groups. 相似文献