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111.
A strong tradition in research in primary and secondary schools has involved student and teacher perceptions of psychological characteristics of actual or preferred classroom environment. This paper provides a foundation for the extension of this tradition to the higher education level by describing the development, validation, and use of a new instrument, the College and University Classroom Environment Inventory (CUCEI), suitable for small higher education classes often referred to as seminars. The CUCEI assesses students' or instructors' perceptions of the following seven psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Administration of the CUCEI to 372 students in 34 classes and to 20 instructors attested to the internal consistency reliability and discriminant validity of the actual and preferred forms with either the individual or the class mean as the unit of analysis, and supported the ability of the actual form to differentiate between the perceptions of students in different classrooms. A research application of the CUCEI involving associations between student outcomes and classroom environment tentatively suggested that the nature of the classroom environment affects outcomes. Another research application suggested that both students and instructors preferred a more favorable classroom environment than the one actually present, and that instructors viewed classroom environments more positively than did their students in the same classrooms. Desirable future applications of the CUCEI for research purposes and in improving teaching in higher education are considered.The first main aim of this paper is to describe the development and validation of a new instrument to assess perceptions of classroom psychosocial environment in university and college classrooms. The second major purpose is to report the first two research uses of this instrument in, respectively, a study of associations between student outcomes and classroom environment and an investigation of differences between students and instructors in their perceptions of actual and preferred classroom environment. As well, desirable future research directions involving the new instrument are suggested. Before describing the development and use of the new instrument for the higher education level, important background information about analogous work at the primary and secondary school levels is briefly reviewed in an attempt to place the new work into context. 相似文献
112.
Mark F. O'Reilly Giulio Lancioni Marianne Gardiner Roisin Tiernan Claire Lacy 《International Journal of Disability, Development & Education》2002,49(1):95-104
We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention. 相似文献
113.
Cognitive deficits in reading disability and attention deficit disorder 总被引:12,自引:0,他引:12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
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This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students’ grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336–345. © 2017 American Association of Anatomists. 相似文献
118.
Alandeom W. Oliveira Troy D. Sadler Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150
This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college
students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures,
prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes
of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted
by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions
of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially
constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types
of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of
agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account
and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative
and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize
pragmatic functions of language strategically to encourage students to position themselves within the identity of science
expertise. 相似文献
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120.
The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions. 相似文献