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41.
The Language ENvironment Analysis system (LENA) records children’s language environment and provides an automatic estimate of adult–child conversational turn count (CTC). The present study compares LENA’s CTC estimate to manually coded CTC on a sample of 70 English-speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA’s CTC was significantly higher than manually coded CTC (all ps < .001, Cohen’s ds: 0.9–2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent–infant verbal interaction. These findings suggest that future studies should validate LENA’s CTC estimates with manual coding. 相似文献
42.
Flix de Moya-Anegn Benjamín Vargas-Quesada Zaida Chinchilla-Rodriguez Elena Corera-lvarez Victor Herrero-Solana Francisco J. Munoz-Fernndez 《Information processing & management》2005,41(6):1520-1533
We propose the use of ISI-JCR categories as units of cocitation and measurement for the construction of heliocentric maps. The use of a spatial metaphor allows us to illustrate, analyze and compare domains in terms of the categories and their interconnections or links. We can also move around within the structure of these domains for further analysis, and access the documents associated to the categories and to the links that cocite or relate them. 相似文献
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Pilar Gómez-Rey Francisco Fernández-Navarro Elena Barbera Mariano Carbonero-Ruz 《Assessment & Evaluation in Higher Education》2018,43(8):1272-1285
In this paper, we have developed a classification model for online learning environments that relates the Instructors Overall Performance (IOP) rating (according to students’ perceptions) with the course characteristics, students’ demographics and the effectiveness of the instructor in his/her teaching roles. To that end, a comprehensive Student Evaluation of Teaching (SET) instrument is proposed, which includes not only conventional teaching elements, but also items that encourage twenty-first century skills. The goal of the study is twofold: (i) to quantify the extent to which the selected variables explain the IOP rating, and (ii) determine which teaching and non-teaching variables most affect the IOP rating. The best performing classifier achieved a competitive accuracy, highlighting that the selected variables mainly determine the IOP values. Other important findings include: (i) the IOP value is mainly influenced by the effectiveness of the instructor in his/her teaching roles; (ii) teaching strategies that involve the cooperation between the technical and pedagogical roles should be promoted; (iii) the pedagogical role has the highest impact on the final IOP value; and (iv) the most influential demographic variable is the student’s status (working commitments and family responsibilities). 相似文献
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Elena C. Papanastasiou Michalinos Zembylas Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332
A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software. 相似文献
47.
Elena C. Papanastasiou Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,34(4):599-618
AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in
Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for
the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary
school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school
managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences
between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have
for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving
students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel
in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar
educational systems in other developing countries. 相似文献
48.
María Olivia Herrera María Elena Mathiesen José Manuel Merino Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27
ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%). 相似文献
49.
Elena VanderDussen Toukan 《Compare》2018,48(6):826-843
AbstractIf service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge in a coherent framework for the explicit purpose of individual and social change. The Preparation for Social Action programme in Uganda is offered as an example in which relationships between knowledge, learners and the community can be examined. Findings from an analysis of curricular materials, participant observation and interview and focus-group data collected from its local instructors and administrators are discussed. 相似文献
50.