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881.
Wai-Chung Ho 《Asia Pacific Journal of Education》2016,36(1):145-164
Since the 1980s, the establishment of a socialist market economy has quickened the pace of China's economic development; at the same time, increased modernization and globalization have influenced, to varying degrees, the development of music and music education. With reference to 12 secondary schools in Beijing, this empirical study examines Chinese students' preferences for popular music in their daily lives, and in what ways and to what extent they prefer to learn popular music in school. Data were drawn from survey questionnaires completed by 2,423 secondary students in the 12 schools, together with follow-up interviews with 55 of these students, between March and May 2012. This study provides empirical data that both supplements and challenges existing literature on popular music and music education in a Chinese context. It also highlights a discussion on the complex relationships between students and teachers and between Chinese authorities and teachers regarding the introduction of popular music into school music education. 相似文献
882.
883.
INTRODUCTION A variety of desirable criteria for functions have been identified: balancedness, local and global ava-lanche characteristics, high nonlinearity, etc. These properties are also very important for cryptographic purpose. Obtaining optimal tradeoffs among so many properties is hard. If we take into account more crite-ria, it is more difficult to generate Boolean functions satisfying those properties purely by constructive algebraic methods. How to construct Boolean func-tions … 相似文献
884.
Kyung Hee Kim 《Roeper Review》2019,41(2):119-128
To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is not and then what creativity is. First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable; innovators always work alone; mental illness enhances creativity; creativity is a divine flash of inspiration; and newness is a prerequisite to creativity. Then, using the research-based CATs model, what creativity is and how creativity develops into innovation are discussed: (a) cultivate creative climates; (b) nurture creative attitudes; and (c) develop creative thinking skills. Creativity does not come from nature but from nurture, and developing gifted children’s creativity should be the goal of parenting and education. 相似文献
885.
Teaching with student response systems in elementary and secondary education settings: A survey study 总被引:2,自引:0,他引:2
William R. Penuel Christy Kim Boscardin Katherine Masyn Valerie M. Crawford 《Educational technology research and development : ETR & D》2007,55(4):315-346
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers
all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies
they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use
similar instructional strategies when using the technology as have been reported in higher education. These include posing
questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for
all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent
class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies
employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely
to have received professional development in instructional strategies and to perceive the technology as more effective with
students. 相似文献
886.
Kim J 《Child abuse & neglect》2008,32(7):711-720
OBJECTIVE: The aim of this study was to investigate the role of child religiosity in the development of maladaptation among maltreated children. METHODS: Data were collected on 188 maltreated and 196 nonmaltreated children from low-income families (ages 6-12 years). Children were assessed on religiosity and depressive symptoms, and were evaluated by camp counselors on internalizing symptomatology and externalizing symptomatology. RESULTS: Significant interactions indicated protective effects of religiosity. Child reports of the importance of faith were related to lower levels of internalizing symptomatology among maltreated girls (t=-2.81, p<.05). Child reports of attendance at religious services were associated with lower levels of externalizing symptomatology among nonmaltreated boys (t=1.94, p=.05). CONCLUSION: These results suggest that child religiosity may largely contribute to stress coping process among maltreated and nonmaltreated children from low-income families. The results also indicate that the protective roles of religiosity varied by risk status and gender. PRACTICAL IMPLICATIONS: The results indicate that a range of child religiosity behaviors and practices can be assessed in translational prevention research. It is recommended that healthcare professionals, psychologists, and social workers working with maltreated children and their families assess for salience of religiosity and may encourage them to consider the role religiosity plays in the development of prevention and intervention programs to alleviate distress and enhance stress coping. 相似文献
887.
This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments. 相似文献
888.
889.
Johanna Ebbeler Cindy L. Poortman Kim Schildkamp Jules M. Pieters 《Educational Assessment, Evaluation and Accountability》2017,29(1):83-105
Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research. 相似文献
890.
We critically review chemosensory conditioning studies with molluscs and find that, in many studies, the influence of nonassociative
processes complicates, obscures, and renders ambiguous the unique contribution of associative learning. These nonassociative
processes include sensory adaptation, habituation, sensitization, and changes in feeding motivation. They arise from both
the food extracts that have often been used as conditioned stimuli and the aversive stimuli that have been used as unconditioned
stimuli. 相似文献