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991.
Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation? 下载免费PDF全文
The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists. 相似文献
992.
With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers’ cultural and economic assets, or capital, according to the work of Pierre Bourdieu’s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers’ positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups’ habituses are described and analyzed; (1) The Manager of the Traditional, (2) The Challenger for Technology and (3) The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further. 相似文献
993.
The language and literacy development of young dual language learners: A critical review 总被引:2,自引:0,他引:2
Carol Scheffner Hammer Erika Hoff Yuuko Uchikoshi Cristina Gillanders Dina C. Castro Lia E. Sandilos 《Early childhood research quarterly》2014
The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000 and 2011 yielded 182 peer-reviewed articles. 相似文献
994.
Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years 总被引:1,自引:0,他引:1
Erika Hoff Rosario Rumiche Andrea Burridge Krystal M. Ribot Stephanie N. Welsh 《Early childhood research quarterly》2014
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home. 相似文献
995.
Telse Nagler Jan Lonnemann Janosch Linkersdörfer Marcus Hasselhorn Sven Lindberg 《Reading and writing》2014,27(5):841-853
The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material’s characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children’s reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material’s characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed. 相似文献
996.
Recent studies focused on the influence of orthographic processing on reading and spelling performance. It was found that orthographic processing is an independent predictor of reading and spelling performance in different languages and children of different ages. This study investigated sensitivity to orthographic regularities in German-speaking children (N = 31) prior and during formal reading and spelling instruction. In addition, the relationship between sensitivity to orthographic regularities and reading and spelling performance was explored. Two aspects of children’s sensitivity to orthographic regularities (sensitivity to frequent double consonants and sensitivity to legal positions of double consonants) were measured with a nonword forced choice task. The results show that sensitivity to orthographic regularities improved significantly from kindergarten to first grade. Moreover, children’s sensitivity to orthographic regularities at the end of first grade accounted for a significant amount of unique variance in their reading and spelling performance. These results suggest that orthographic sensitivity on a sublexical level is important for the development of reading and spelling skills. 相似文献
997.
This study describes the possible variations of thought experiments in terms of their nature, purpose, and reasoning resources adopted during the solution of conceptual physics problems. A phenomenographic research approach was adopted for this study. Three groups of participants with varying levels of physics knowledge—low, medium, and high level—were selected in order to capture potential variations. Five participants were selected within each level group and the study was conducted with fifteen participants in total. Think aloud and retrospective questioning strategies were used throughout the individually conducted problem solving sessions to capture variations in the participants’ thinking processes. The analysis of the data showed that thought experiments were actively used cognitive tools by participants from all there levels while working on the problems. Four different thought experiment structures were observed and categorized as limiting case, extreme case, simple case, and familiar case. It was also observed that participants conducted thought experiments for different purposes such as prediction, proof, and explanation. The reasoning resources behind the thought experiment processes were classified in terms of observed facts, intuitive principles, and scientific concepts. The results of the analysis suggested that thought experiments used as a creative reasoning tool for scientists can also be a productive tool for students. It was argued that instructional practices enriched with thought experiments and related practices not only reveal hidden elements of students’ reasoning but also provide students opportunities to advance their inquiry skills through thought experimentation processes. 相似文献
998.
Anne Fischbach Tanja Könen Chantal S. Rietz Marcus Hasselhorn 《Reading and writing》2014,27(2):267-286
The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same group size at five bi-annual times of measurement in a three-year-longitudinal study beginning at the end of primary school (9.5 years of age). Storage capacity and central-executive working memory were assessed in phonological and visual-spatial modalities, the latter under static and dynamic conditions. Overall, children with literacy disorders were outperformed by their typical developing peers in all phonological and in dynamic visual-spatial storage and central-executive tasks except for the static visual-spatial storage task. Results at single times of measurement revealed that the most consistent deficit was found in the storage capacity of the phonological loop. An additional central-executive impairment is supported by low backward spans. The causes for output deficits in dynamic visual-spatial tasks and good performance under static visual-spatial condition are discussed. 相似文献
999.
1000.
ABSTRACTSocial media have become useful tools for audiovisual promotion, especially to reach niche audiences. Twitter promotional strategies have been widely studied, yet other growing platforms such as Instagram have been less analyzed. This paper examines the Instagram promotional strategies of two pay-per-view platforms (HBO and Netflix) in two markets (the USA and Spain). A total of 731 messages, posted between May and November 2017, were analyzed to identify their formal features, objectives, and their content’s emotional and cognitive elements posted on HBO and Netflix’s Spanish and US accounts. The results showed acute differences between how HBO and Netflix use their Instagram accounts in the two markets (Spain and the USA). The Spanish accounts mostly provided information, while the US accounts both provided information and promoted program content. Posts from US accounts more frequently included links to social media, particularly to celebrity accounts. Spanish accounts relied more on diegetic images, whereas US accounts emphasized non-diegetic and off-set images. Netflix used humor more than HBO did, and a stronger focus on celebrities. Humor and positive tone were found to be linked to higher engagement. 相似文献