全文获取类型
收费全文 | 1216篇 |
免费 | 25篇 |
国内免费 | 2篇 |
专业分类
教育 | 885篇 |
科学研究 | 40篇 |
各国文化 | 12篇 |
体育 | 163篇 |
文化理论 | 9篇 |
信息传播 | 134篇 |
出版年
2023年 | 5篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 24篇 |
2019年 | 53篇 |
2018年 | 66篇 |
2017年 | 57篇 |
2016年 | 49篇 |
2015年 | 45篇 |
2014年 | 41篇 |
2013年 | 300篇 |
2012年 | 36篇 |
2011年 | 39篇 |
2010年 | 27篇 |
2009年 | 40篇 |
2008年 | 40篇 |
2007年 | 37篇 |
2006年 | 22篇 |
2005年 | 32篇 |
2004年 | 36篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 11篇 |
1998年 | 14篇 |
1997年 | 18篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 13篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 8篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有1243条查询结果,搜索用时 15 毫秒
101.
In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved. 相似文献
102.
Chris Curran 《European Journal of Education》2001,36(2):113-132
103.
104.
105.
ABSTRACTReflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. 相似文献
106.
Stephen A. Petrill Kirby Deater-Deckard Lee Anne Thompson Chris Schatschneider Laura S. DeThorne David J. Vandenbergh 《Reading and writing》2007,20(1-2):127-146
We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary
school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement
occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later.
Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences
also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness,
letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting
that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills. 相似文献
107.
Linda Lohr Manisha Javeri Chris Mahoney Jim Gall Kathy Li Dawn Strongin 《Educational technology research and development : ETR & D》2003,51(2):41-55
The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability
(effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the
analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11
units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the
course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers,
and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester.
Both positive and negative experiences in using a rapid development model are discussed. 相似文献
108.
109.
110.