全文获取类型
收费全文 | 1175篇 |
免费 | 33篇 |
国内免费 | 4篇 |
专业分类
教育 | 897篇 |
科学研究 | 83篇 |
各国文化 | 22篇 |
体育 | 75篇 |
综合类 | 1篇 |
文化理论 | 16篇 |
信息传播 | 118篇 |
出版年
2022年 | 7篇 |
2021年 | 17篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 36篇 |
2017年 | 27篇 |
2016年 | 44篇 |
2015年 | 21篇 |
2014年 | 46篇 |
2013年 | 301篇 |
2012年 | 16篇 |
2011年 | 26篇 |
2010年 | 19篇 |
2009年 | 25篇 |
2008年 | 33篇 |
2007年 | 30篇 |
2006年 | 28篇 |
2005年 | 23篇 |
2004年 | 19篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 13篇 |
1999年 | 15篇 |
1998年 | 10篇 |
1997年 | 18篇 |
1996年 | 12篇 |
1995年 | 14篇 |
1994年 | 13篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 14篇 |
1990年 | 12篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1985年 | 15篇 |
1984年 | 9篇 |
1983年 | 24篇 |
1982年 | 19篇 |
1981年 | 11篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 11篇 |
1975年 | 8篇 |
1974年 | 11篇 |
1973年 | 10篇 |
1972年 | 6篇 |
1970年 | 7篇 |
1965年 | 6篇 |
排序方式: 共有1212条查询结果,搜索用时 15 毫秒
991.
Raymond P. Perry Frank J. Hechter Verena H. Menec Leah E. Weinberg 《Research in higher education》1993,34(6):687-723
Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.Support for this research was provided to Raymond P. Perry by Franz E. Weinert, Max Planck Institute, Munich, and by the Social Sciences and Humanities Research Council of Canada (#410-91-1296). The junior authors contributed equally to the article and are listed alphabetically. 相似文献
992.
993.
Frank M. Schneider 《Communication methods and measures》2017,11(1):49-75
Audiences’ movie evaluations have often been explored as effects of experiencing movies. However, little attention has been paid to the criteria viewers use when they evaluate a movie or its specific features. Adding to this, the present research introduces the idea of subjective movie evaluation criteria (SMEC), conceptualizes SMEC as the mental representation of important attitudes toward specific film features, and describes the scale construction for their measurement and its validation process. Findings from pilot work and 2 studies including over 1,500 participants provide first evidence that 8 dimensions—Story Verisimilitude, Story Innovation, Cinematography, Special Effects, Recommendation, Innocuousness, Light-heartedness, and Cognitive Stimulation—are largely determined by stable individual differences, substantially but differentially related to film-specific constructs and personality traits, and that the SMEC scales are reliable and valid instruments for measuring subjective movie evaluation criteria. 相似文献
994.
995.
Lynn Flowers Marianne Meyer James Lovato Frank Wood Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71
There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning
disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess
the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade
and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental
course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities
(phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational
and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public
policy are made.
Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887 相似文献
996.
The effects of negative instances in the acquisition of the mathematical concepts of commutativity and associativity were examined. Two treatment levels for commutativity (positive instances or positive and negative instances) and the same treatment levels for associativity were crossed to form a 2 × 2 factorial design with 21 subjects per cell. Subjects were undergraduate elementary education majors. Criterion variables were number of correct responses, stimulus intervals, and postfeedback intervals. Results supported the contention that negative instances enhance concept acquisition but also appear to require more time during treatments. No evidence for a transfer effect for negative instances from one concept to another was found. 相似文献
997.
998.
A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts. 相似文献
999.
Frank M. Corrado 《The Journal of environmental education》2013,44(2):18-22
Abstract The purpose of this study was to evaluate an environmental education professional development course using Stake's Countenance Model as the organizational framework. A complex analysis of 10 course features using 8 evaluation instruments focused on congruence between what was intended to occur and what was actually observed to occur before, during, and after instruction. The Stake model demonstrated its effectiveness by facilitating a thorough examination of both quantitative and qualitative data during all phases of course execution. 相似文献
1000.
Robert T. Ammerman Frank W. Putnam Mekibib Altaye Angelique R. Teeters Jack Stevens Judith B. Van Ginkel 《Child abuse & neglect》2013