全文获取类型
收费全文 | 1058篇 |
免费 | 19篇 |
国内免费 | 3篇 |
专业分类
教育 | 718篇 |
科学研究 | 75篇 |
各国文化 | 17篇 |
体育 | 115篇 |
文化理论 | 22篇 |
信息传播 | 133篇 |
出版年
2023年 | 4篇 |
2022年 | 15篇 |
2021年 | 18篇 |
2020年 | 20篇 |
2019年 | 35篇 |
2018年 | 48篇 |
2017年 | 47篇 |
2016年 | 46篇 |
2015年 | 29篇 |
2014年 | 39篇 |
2013年 | 197篇 |
2012年 | 36篇 |
2011年 | 36篇 |
2010年 | 39篇 |
2009年 | 34篇 |
2008年 | 32篇 |
2007年 | 49篇 |
2006年 | 31篇 |
2005年 | 31篇 |
2004年 | 29篇 |
2003年 | 31篇 |
2002年 | 21篇 |
2001年 | 20篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 13篇 |
1997年 | 6篇 |
1996年 | 10篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1991年 | 7篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 11篇 |
1986年 | 4篇 |
1985年 | 8篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1977年 | 4篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1968年 | 3篇 |
1966年 | 3篇 |
排序方式: 共有1080条查询结果,搜索用时 0 毫秒
61.
62.
This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are. 相似文献
63.
64.
Eric Sanchez Réjane Monod-Ansaldi Caroline Vincent Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners. 相似文献
65.
This research documents the process and results of an approach to teaching university undergraduates intentional self-development
skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral
foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original
behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness
of these instructional methodologies. 相似文献
66.
67.
68.
We first present in this paper an analytical view of heuristic retrieval constraints which yields simple tests to determine
whether a retrieval function satisfies the constraints or not. We then review empirical findings on word frequency distributions
and the central role played by burstiness in this context. This leads us to propose a formal definition of burstiness which
can be used to characterize probability distributions with respect to this phenomenon. We then introduce the family of information-based
IR models which naturally captures heuristic retrieval constraints when the underlying probability distribution is bursty
and propose a new IR model within this family, based on the log-logistic distribution. The experiments we conduct on several
collections illustrate the good behavior of the log-logistic IR model: It significantly outperforms the Jelinek-Mercer and
Dirichlet prior language models on most collections we have used, with both short and long queries and for both the MAP and
the precision at 10 documents. It also compares favorably to BM25 and has similar performance to classical DFR models such
as InL2 and PL2. 相似文献
69.
70.