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151.
Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism 总被引:3,自引:1,他引:3
Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have
struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative
to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism,
functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which
to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed
to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics
of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism
for research and practice in IDT are then explored.
Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This
article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University. 相似文献
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153.
Donald Shankweiler Eric Lundquist Lois G. Dreyer Cheryl C. Dickinson 《Reading and writing》1996,8(3):267-294
Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level. 相似文献
154.
155.
Shao-Chen Chang Ting-Chia Hsu Wei-Chen Kuo Morris Siu-Yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):148-165
Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non-immersive virtual reality (VR) guidance system combined with a two-tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two-tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two-tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively. 相似文献
156.
Eric D. Nordmoe 《Teaching Statistics》1996,18(1):20-22
A simple problem of the sort often faced by elementary statistics students forms the basis for a discussion of several important hypothesis testing issues. These issues are often overlooked when moving from simple tests of means to bivariate inference problems. 相似文献
157.
Shekinah E. Dare Wilco W. van Dijk Eric van Dijk Lotte F. van Dillen Marcello Gallucci Olaf Simonse 《The Journal of educational research》2020,113(2):93-107
AbstractThe present study used a Solomon four-group quasi-experimental design to examine the short-term effect of a large-scale national financial education program on children’s knowledge and skills in responsible spending and performing transactions effectively. Our study included a representative sample of Dutch pupils in the fifth grade of primary school (N?=?2,650). Controlling for different children-specific characteristics, results showed that the program increased pupils’ knowledge and skills scores in performing transactions effectively, but not in responsible spending. The insights gained from the present study show how financial education programs that enable children to immediately apply what they learn in practice can improve children’s knowledge and skills regarding certain financial competencies. 相似文献
158.
The study explored how to best use scaffolds for supporting students’ inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students’ conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N?=?105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest–posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students’ understanding of scientific inquiry. The fading condition tended to better support the students’ development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds. 相似文献
159.
William L. Romine Troy D. Sadler Eric P. Wulff 《Journal of Science Education and Technology》2017,26(5):534-545
We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect. 相似文献
160.