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991.
Peters Hans Peter; Lang John T.; Sawicka Magdalena; Hallman William K. 《Int. Journal of Public Opinion Research》2007,19(2):191-220
Using general trust in institutions and conceptsof nature as examples, the article analyzes the influenceof cultural factors on sense-making of food biotechnology andthe resulting public attitudes in the USA and Germany. Accordingto the hypotheses investigated, different levels of trust andappreciation of nature explain part of the well-known differencesin attitudes between both countries. The analysis of a cross-culturalsurvey of the general population shows that appreciation ofnature is a predictor of attitudes in both countries. The higherappreciation of nature in Germany partly explains why attitudestowards food biotechnology are more negative in Germany thanin the USA. The relationship between trust and attitudes ismore complex than expected, however. Institutional trust isa moderate predictor of attitudes towards food biotechnologyin the USA but not in Germany. To explain the varying effectivenessof trust in resolving innovation-related uncertainty we referto differences in issue framing in both countries and to thehigher degree of universalism and individualism in the USA.We conclude that the higher relevance of trust and the lowerappreciation of nature make the U.S. culture more apt to assimilatetechnical innovations than the German culture. 相似文献
992.
Policies promoting evidence-based practice in education typically endorse evaluations of the effectiveness of teaching strategies through specific experimental research designs and methods. A number of researchers have critiqued this approach to evaluation as narrow and called for greater methodological sophistication. This paper discusses the value and complexity of working within and against the experimental research model in disability research by simultaneously engaging in inclusive research practices. A study is presented to support the discussion using case examples of researching on/for/with young people diagnosed with an autism spectrum disorder. The study incorporated a single-case research design to investigate the impact of an educational practice. The investigation was co-constructed and co-evaluated by students, parents and teachers to consider multiple pathways and perspectives on the intervention's impact on students' progress towards their goals. Deleuzian thinking was employed as a framework for producing different forms of knowledge and to help negotiate the tension existing between the processes of experimental and inclusive research. The study is both complicit with and a critique of traditional research approaches, by working partially within the experimental and inclusive models and reflecting on the benefits and limitations of each. 相似文献
993.
Naomi Havron Alex de Carvalho Anne-Caroline Fiévet Anne Christophe 《Child development》2019,90(1):82-90
Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition. 相似文献
994.
Judith H. Danovitch Megan Fisher Hans Schroder David Z. Hambrick Jason Moser 《Child development》2019,90(3):924-939
This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6–8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning. 相似文献
995.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
996.
Reading and Writing - Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be... 相似文献
997.
998.
Thomas de Lange 《Learning, Media and Technology》2011,36(3):251-275
This article examines how a classroom procedure known as PGE (Plan/Go-through/Evaluate) group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. On the other hand, the study displays how students in this media course negotiated with their teachers by drawing on out-of-school media experiences and production practices in the process of planning classroom work. Empirically, the study draws on ethnographic observation of a vocational media studies course in the age range between 16 and 19 years at the upper secondary level in Norway. Video observations from several hours of PGE group work are analysed in order to document how students are involved in co-planning classroom work together with the course teachers. The analysis is based on cultural historical activity theory (CHAT). This theoretical position is applied in order to foreground tensions between formal institutional obligations and non-formal practices that surface in the classroom, and how an institutional measure such as PGE group work creates a transactional space for handling these differences. 相似文献
999.
Reflection on events at work, including errors is often as a means to learn effectively through work. In a cross-sectional
field study in the banking sector, we investigated attitudes towards workplace errors (i.e. error orientation) as predictors
of reflective activity. We assumed the organisational climate for psychological safety to have a mediating effect. The study
participants were 84 client advisors from the retail banking departments in branches of a German bank. The client advisors’
were being affected by a range of changes in their workplaces at the time of the data collection. This situation afforded
these workers opportunity for learning but also involved the risk of error by these staff. Regression analyses identified
that error competence and learning from errors were significant predictors of reflection. The results confirmed the mediating
role of psychological safety on the association between attitudes towards errors and reflective working behaviour. 相似文献
1000.
Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献