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971.
Alghamdi Amani Khalaf H. Al Ghamdi Kholoud S. Kim Sun Young 《Journal of Science Education and Technology》2022,31(5):583-593
Journal of Science Education and Technology - It is of great importance that science educators teach COVID-19 and related pandemics to boost students’ scientific literacy. A mixed methods... 相似文献
972.
Seckel María José Vásquez Claudia Samuel Marjorie Breda Adriana 《Education and Information Technologies》2022,27(3):2955-2975
Education and Information Technologies - Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings... 相似文献
973.
Education and Information Technologies - Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and... 相似文献
974.
Learning Environments Research - Background When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral... 相似文献
975.
Nguyen Giang N. H. Bower Matt Stevenson Michael 《Education and Information Technologies》2022,27(6):8235-8264
Education and Information Technologies - Analysing pre-service teachers’ learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to... 相似文献
976.
Sarı Uğur Pektaş Hüseyin Miraç Şen Ömer Faruk Çelik Harun 《Education and Information Technologies》2022,27(5):6669-6689
Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and... 相似文献
977.
De Loof Haydée Boeve-de Pauw Jelle Van Petegem Peter 《International Journal of Science and Mathematics Education》2022,20(7):1291-1313
International Journal of Science and Mathematics Education - The “leaky pipeline” with regard to students’ engagement in Science, Technology, Engineering, and Mathematics (STEM)... 相似文献
978.
Education and Information Technologies - In the present study, students’ perceptions of their self-directed and collaborative learning with and without technology were examined in... 相似文献
979.
Muammer Çalik Tuncay Özsevgeç Jazlin Ebenezer Hüseyin Artun Zeynel Küçük 《Journal of Science Education and Technology》2014,23(3):412-430
The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts. 相似文献
980.
Anna H. Hall Michael D. Toland Jennifer Grisham-Brown Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430
The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. 相似文献