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101.
102.
John P. Liefeld Thomas F. Herrmann 《Educational technology research and development : ETR & D》1990,38(2):19-25
Mastery learning, it is claimed, is among the most successful practices in higher education. Evidence supporting this claim
has recently been criticized as empirically weak. This experiment employed a four-group, pre-post design to examine the learning
consequences of a computer-administered mastery-testing approach in comparison with a seminar-discussion approach in a third-year
university course. The mastery-testing approach generated significantly higher learning achievement than did the seminar-discussion
approach. Replication and extension of this research approach are recommended to support generalizations across mastery-testing
techniques, delivery systems, and disciplines. 相似文献
103.
104.
Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement. 相似文献
105.
106.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
107.
Cantlon JF Davis SW Libertus ME Kahane J Brannon EM Pelphrey KA 《Learning and individual differences》2011,21(6):672-680
In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres. 相似文献
108.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
109.
Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten.
In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions
center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where
kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As
in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten
classroom. 相似文献
110.
Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s). 相似文献