收费全文 | 13808篇 |
免费 | 138篇 |
国内免费 | 27篇 |
教育 | 9108篇 |
科学研究 | 2271篇 |
各国文化 | 101篇 |
体育 | 1171篇 |
综合类 | 13篇 |
文化理论 | 133篇 |
信息传播 | 1176篇 |
2022年 | 98篇 |
2021年 | 160篇 |
2020年 | 241篇 |
2019年 | 384篇 |
2018年 | 465篇 |
2017年 | 455篇 |
2016年 | 353篇 |
2015年 | 252篇 |
2014年 | 292篇 |
2013年 | 2512篇 |
2012年 | 334篇 |
2011年 | 273篇 |
2010年 | 241篇 |
2009年 | 232篇 |
2008年 | 223篇 |
2007年 | 229篇 |
2006年 | 196篇 |
2005年 | 192篇 |
2004年 | 166篇 |
2003年 | 183篇 |
2002年 | 170篇 |
2001年 | 209篇 |
2000年 | 204篇 |
1999年 | 175篇 |
1998年 | 100篇 |
1997年 | 103篇 |
1996年 | 136篇 |
1995年 | 97篇 |
1994年 | 112篇 |
1993年 | 107篇 |
1992年 | 140篇 |
1991年 | 153篇 |
1990年 | 155篇 |
1989年 | 177篇 |
1988年 | 136篇 |
1987年 | 128篇 |
1986年 | 163篇 |
1985年 | 157篇 |
1984年 | 135篇 |
1983年 | 134篇 |
1982年 | 120篇 |
1981年 | 99篇 |
1980年 | 106篇 |
1979年 | 145篇 |
1978年 | 125篇 |
1977年 | 109篇 |
1976年 | 108篇 |
1974年 | 115篇 |
1973年 | 95篇 |
1971年 | 112篇 |
![点击此处可从《Decision Sciences Journal of Innovative Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
相似文献The purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation of generalized meaning with which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified four generalized meanings of physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.
相似文献