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991.
Construction of different predictive models for readiness for first grade, using data from prekindergarten screening, was examined. Instruments included Hainsworth Preschool Screening System, parent and teacher questionnaires, and Quincy Observation Scale. Readiness for first grade was rated by teachers at end of kindergarten for 601 students. Predictor variables included information processing, verbal reasoning, mother's education, ratings of motor activity, and parental ratings of attention, aggression, and speech development. From 45.6% to 75.9% of the children were correctly classified. Results indicate that less emphasis should be given to collecting historical screening data. Additionally, many social/emotional problems may go undetected or be mislabeled. 相似文献
992.
The Locus of Control Scale for Teachers was given to 13 middle school teachers, and the Origin-Climate Questionnaire was given to 78 of their students. Results indicated a moderate relationship between teachers' locus of control and students' perception of classroom climate. The difference between the cross-lagged correlations suggested that teachers' locus of control has a causal impact on classroom climate. 相似文献
993.
994.
Karen Littleton Helen Ashman Paul Light Jayne Artis Tony Roberts Annerieke Oosterwegel 《European Journal of Psychology of Education - EJPE》1999,14(1):129-139
Gender differences in response to computers have been widely reported. This study addresses the question of how far the context in which a computer task is presented can affect girls' and boys' on-task performance. In an experimental study involving 60 ten and eleven year-olds, we examine the effects of differential contextualisation on girls' and boys' performance on a computer-based perceptual-motor skills task. Our findings illustrate that even with a single, standard piece of software, children's performance can be substantially affected by the context in which that software is presented. The results suggest that gender differences in children's responses to computer tasks are relatively labile, and highly context sensitive. The implications and possible explanations for these findings are considered. 相似文献
995.
This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomalies and inconsistencies associated with the use of ‘education for the environment.’ Further, we argue that the term is conceptually and linguistically flawed and that we may not need, or want, the structures that it imposes. In challenging, rather than casually accepting, this terminology, we seek to regenerate a fundamental dimension of the discourse within environmental education. 相似文献
996.
Huey‐Ling Lin Nedra Hazareesingh Janet Taylor Jeffrey Gorrell Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(3):135-150
Abstract In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
997.
Helen Thompson 《Journal of Experimental Education》2013,81(3):230-232
A contingency contract procedure was used to reduce truancy in a 13-year-old learning-disabled subject. The subject received a daily amount of trading stamps contingent on school attendance. Results showed a significant decrease in truancy from three to four days per week to less than one per week. A reversal design indicated that truancy could be controlled by the contingency procedure. 相似文献
998.
Bev France Helen A. Mora Jacquie L. Bay 《International Journal of Science Education》2013,35(5):803-824
This study explores how teachers developed and critically evaluated a range of teaching strategies that could support the discussion of a socio-scientific issue (SSI) that had the potential to be controversial. The issue was stem cell research and six New Zealand teachers of senior biology students (grades 12/13) took part in an action research project that was situational, collaborative and self-evaluative. The focus of the research was to identify communication barriers that interfered with classroom discussion and how teachers could help students cross cultural borders when they discussed SSIs that were outside their life worlds. The barriers to communication were access to relevant science knowledge, religion, language, an inability to question issues and cultural expectations of girls. Teachers trialled and adapted two discussion strategies, ‘Drawing the Line’ and ‘Diamond Ranking’ that provided a vehicle for their students to explore and discuss this issue from a range of perspectives. These discussion strategies enabled their students to take part in a dialogue where reciprocal conversation could occur because they had opportunities not only to explore their own perspectives but also other people's viewpoints. 相似文献
999.
1000.
Helen Tomlinson William Henderson 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(2):131-140
This paper briefly surveys current work in the emerging area of Computer Supported Collaborative Learning (CSCL) and describes how the technology can be extended to exploit communication between computers. A number of applications which might make use of network support, distributed CSCL, are reviewed and a simple prototype distributed CSCL application is described and evaluated. The work has highlighted issues concerning the value, viability and development of distributed CSCL software. It would appear that valuable opportunities for the development of such software exist but it is unclear how these applications might be developed using existing hardware. Conclusions are presented regarding the future of network supported CSCL. 相似文献