全文获取类型
收费全文 | 42711篇 |
免费 | 2786篇 |
国内免费 | 4038篇 |
专业分类
教育 | 27498篇 |
科学研究 | 7214篇 |
各国文化 | 362篇 |
体育 | 4296篇 |
综合类 | 1787篇 |
文化理论 | 320篇 |
信息传播 | 8058篇 |
出版年
2022年 | 204篇 |
2021年 | 337篇 |
2020年 | 706篇 |
2019年 | 1238篇 |
2018年 | 1727篇 |
2017年 | 1868篇 |
2016年 | 1848篇 |
2015年 | 1609篇 |
2014年 | 1678篇 |
2013年 | 6821篇 |
2012年 | 1973篇 |
2011年 | 2223篇 |
2010年 | 2111篇 |
2009年 | 1766篇 |
2008年 | 2244篇 |
2007年 | 1964篇 |
2006年 | 1122篇 |
2005年 | 1062篇 |
2004年 | 1261篇 |
2003年 | 1028篇 |
2002年 | 1054篇 |
2001年 | 852篇 |
2000年 | 799篇 |
1999年 | 728篇 |
1998年 | 514篇 |
1997年 | 549篇 |
1996年 | 524篇 |
1995年 | 438篇 |
1994年 | 405篇 |
1993年 | 357篇 |
1992年 | 484篇 |
1991年 | 445篇 |
1990年 | 460篇 |
1989年 | 438篇 |
1988年 | 415篇 |
1987年 | 332篇 |
1986年 | 341篇 |
1985年 | 418篇 |
1984年 | 342篇 |
1983年 | 340篇 |
1982年 | 266篇 |
1981年 | 276篇 |
1980年 | 250篇 |
1979年 | 309篇 |
1978年 | 264篇 |
1977年 | 236篇 |
1976年 | 214篇 |
1975年 | 172篇 |
1974年 | 155篇 |
1973年 | 177篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
David J.P. Brook 《教育心理学》1982,2(3-4):313-316
992.
Differential Grading Standards Revisited 总被引:2,自引:0,他引:2
The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial. 相似文献
993.
师生交流的传播学分析 总被引:1,自引:0,他引:1
师生交流是一个贯穿教育全过程的重要概念,对它的研究不能仅仅停留在师生之间教学内容的传达上。该文以传播学的理论来分析师生交流的形式、手段、主要内容及不同定位产生不同的效果等,意在使师生交流在更宽的领域得到更深入的研究。 相似文献
994.
995.
Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems. 相似文献
996.
SHAW ROBERT E. EFFKEN JUDITH A. FAJEN BRETT R. GARRETT STEVEN R. MORRIS ANTHONY 《Instructional Science》1997,25(2):151-166
In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively. 相似文献
997.
998.
OBJECTIVE: Assessing the risk of further offending behavior by adult sexual perpetrators of children is highly relevant and important to professionals involved in child protection. Recent progress in assessing risk in sexual offenders has established the validity of actuarial measures, although there continues to be some debate about the application of these instruments. This paper summarizes the debate between clinical and actuarial approaches and reviews the "base rate" for United Kingdom sexual offense reconviction. METHOD: A review of the literature revealed 16 UK sexual reconviction studies, 8 using incarcerated samples (N=5,915) and 8 using non-incarcerated samples (N=1,274). UK estimates of sexual reconviction rates are compared with European and North American studies. RESULTS: The mean sexual reconviction rates for the incarcerated sample at 2 years (6.0%), 4 years (7.8%) and 6 years or more (19.5%) were higher than that of the comparative non-incarcerated sample at 2 years (5.7%), up to 4 years (5.9%), and 6 years or more (15.5%). The overall sexual reconviction rate for both samples combined was 5.8% at 2 years, and 17.5% at 6 years or more. CONCLUSIONS: The sexual reconviction rate for incarcerated sexual offenders is higher than that of non-incarcerated sexual offenders. The UK sexual reconviction rates were comparable with European and North American studies. 相似文献
999.
H. T. G. Van den Hurk A. A. M. Houtveen W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249
The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction. 相似文献
1000.
刘真 《中国教育技术装备》2004,(3):19-21
介绍了《普通高中生物课程标准(实验)》的主要内容,以及新课标对发展学生科学探究能力方面的要求。 相似文献