全文获取类型
收费全文 | 5377篇 |
免费 | 166篇 |
国内免费 | 1篇 |
专业分类
教育 | 4696篇 |
科学研究 | 73篇 |
各国文化 | 123篇 |
体育 | 147篇 |
综合类 | 2篇 |
文化理论 | 19篇 |
信息传播 | 484篇 |
出版年
2023年 | 17篇 |
2022年 | 21篇 |
2021年 | 73篇 |
2020年 | 107篇 |
2019年 | 198篇 |
2018年 | 206篇 |
2017年 | 256篇 |
2016年 | 196篇 |
2015年 | 213篇 |
2014年 | 248篇 |
2013年 | 1470篇 |
2012年 | 186篇 |
2011年 | 209篇 |
2010年 | 209篇 |
2009年 | 168篇 |
2008年 | 205篇 |
2007年 | 149篇 |
2006年 | 122篇 |
2005年 | 125篇 |
2004年 | 117篇 |
2003年 | 67篇 |
2002年 | 61篇 |
2001年 | 63篇 |
2000年 | 63篇 |
1999年 | 65篇 |
1998年 | 39篇 |
1997年 | 36篇 |
1996年 | 53篇 |
1995年 | 54篇 |
1994年 | 37篇 |
1993年 | 35篇 |
1992年 | 32篇 |
1991年 | 43篇 |
1990年 | 49篇 |
1989年 | 32篇 |
1988年 | 34篇 |
1987年 | 26篇 |
1986年 | 18篇 |
1985年 | 24篇 |
1984年 | 21篇 |
1983年 | 18篇 |
1982年 | 19篇 |
1981年 | 14篇 |
1980年 | 14篇 |
1979年 | 12篇 |
1978年 | 19篇 |
1977年 | 8篇 |
1976年 | 8篇 |
1971年 | 11篇 |
1969年 | 8篇 |
排序方式: 共有5544条查询结果,搜索用时 15 毫秒
71.
Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124
The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed. 相似文献
72.
Patrick T. Davies Morgan J. Thompson Meredith J. Martin E. Mark Cummings 《Child development》2021,92(3):1154-1172
This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (Mage = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild. 相似文献
73.
Maria Araceli Ruiz‐Primo Richard J. Shavelson Laura Hamilton Steve Klein 《科学教学研究杂志》2002,39(5):369-393
We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002 相似文献
74.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes
下载免费PDF全文

Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
75.
O.T. Kibwana Mitiku Haile Laurens vanVeldhuizen Ann Waters‐Bayer 《The Journal of Agricultural Education and Extension》2013,19(3):133-142
Abstract Promoting rural development in Africa involves learning to clap with two hands, that is to say, creating effective interaction between local knowledge and development initiatives, on the one hand, and the knowledge and initiatives of formal agricultural research and extension, on the other. Farmer innovators ‐men and women farmers who take their own initiative to change local agriculture ‐ are key allies in rural development, as shown by the experience of the ISWC programme in Africa. Focusing on Ethiopia and Tanzania, the authors describe how formal research and extension services are made aware of farmers’ innovative work and are encouraged to document the results, promote their spread, and support further development efforts by farmer innovators. A modified Participatory Technology Development (PTD) approach is thus emerging, which starts not with problem analysis but rather by linking up with local problem‐solving initiatives. While the learning process on this approach continues, dialogue has been initiated with policy‐makers with a view to incorporating the approach into regular government extension, research and training activities. 相似文献
76.
Duck‐Joo Kwak 《Educational theory》2010,60(4):405-417
In this essay Duck‐Joo Kwak explores a moral perfectionist approach to citizenship education, which is distinct from liberal and communitarian models. One of educational challenges to this approach is how to cultivate our students' sense of membership, which is shaped by a thick sense of the good life, while being not merely compatible with but open to the pluralist perspective. Kwak maintains that what is required for this form of membership to society or community is our future citizens' ability to engage in highly self‐reflexive philosophical reflection on the human condition; such reflection gives them the skills necessary to live up to the tension between different selves of diverse origins or within a divided self. Examining Stanley Cavell's view of political education as an exemplar of the moral perfectionist approach to citizenship education, Kwak shows how the practice of his ordinary language philosophy can be a good way to cultivate this ability by teaching us how to “speak for others” by way of “speaking for oneself.” 相似文献
77.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献
78.
The performance of a group of third‐year higher diploma students from the Department of Hotel & Tourism in a simulation training exercise was assessed separately by the tutor and peer group, using an identical checklist. Ninety‐six pairs of tutor and peer group assessment marks were obtained and compared. Results showed that there was some degree of agreement between tutor and peer group markings, although the level of congruence was somewhat less than reported in earlier studies. However, when the tutor and peer group average marks were converted to grades, agreement was found in only 46.9% of the cases and the level of agreement between the two gradings was not statistically significant. Significant differences were also found in the variability of tutor and peer group markings. Furthermore, there were indications that peer group markings tended to be more stringent than tutor markings in the higher mark range, but relatively more lenient in the lower mark range. This trend was particularly obvious when the tutor and peer group marks were converted into grades. Implications of the findings are also discussed. 相似文献
79.
Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses. 相似文献
80.