全文获取类型
收费全文 | 2237篇 |
免费 | 41篇 |
国内免费 | 1篇 |
专业分类
教育 | 1476篇 |
科学研究 | 284篇 |
各国文化 | 15篇 |
体育 | 189篇 |
综合类 | 8篇 |
文化理论 | 11篇 |
信息传播 | 296篇 |
出版年
2022年 | 22篇 |
2021年 | 21篇 |
2020年 | 27篇 |
2019年 | 48篇 |
2018年 | 49篇 |
2017年 | 81篇 |
2016年 | 70篇 |
2015年 | 60篇 |
2014年 | 68篇 |
2013年 | 395篇 |
2012年 | 59篇 |
2011年 | 64篇 |
2010年 | 52篇 |
2009年 | 38篇 |
2008年 | 48篇 |
2007年 | 47篇 |
2006年 | 37篇 |
2005年 | 29篇 |
2004年 | 40篇 |
2003年 | 33篇 |
2002年 | 30篇 |
2001年 | 25篇 |
2000年 | 42篇 |
1999年 | 52篇 |
1998年 | 21篇 |
1997年 | 14篇 |
1996年 | 19篇 |
1995年 | 16篇 |
1993年 | 14篇 |
1992年 | 21篇 |
1991年 | 33篇 |
1990年 | 45篇 |
1989年 | 34篇 |
1988年 | 30篇 |
1987年 | 21篇 |
1986年 | 32篇 |
1985年 | 39篇 |
1984年 | 34篇 |
1983年 | 28篇 |
1982年 | 26篇 |
1981年 | 22篇 |
1980年 | 18篇 |
1979年 | 27篇 |
1978年 | 29篇 |
1977年 | 21篇 |
1976年 | 17篇 |
1974年 | 17篇 |
1971年 | 17篇 |
1970年 | 14篇 |
1968年 | 19篇 |
排序方式: 共有2279条查询结果,搜索用时 468 毫秒
31.
32.
This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which ‘value’ in TNE is constructed in different host contexts is revealed. The paper brings to light the ‘voices’ of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage. 相似文献
33.
Kathleen I. Harris 《Pastoral Care in Education》2016,34(4):202-217
Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. 相似文献
34.
35.
To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must be used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing. 相似文献
36.
37.
Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
38.
Henry I. Braun 《Journal of Educational Measurement》1988,25(3):171-191
Extracting policy-relevant information from large national surveys of educational achievement is ordinarily a nontrivial task. It is made more treacherous when the data are expressed on scales that are not uniquely determined. The paper begins with a critical analysis of a recent attempt to interpret the findings on reading achievement obtained by the National Assessment of Educational Progress (NAEP). It then describes a new approach to the quantification and interpretation of change and demonstrates its appropriateness for repeated cross-sectional designs such as NAEP. Limitations imposed by the survey design and the nature of the measurements are highlighted 相似文献
39.
Rabbits (Oryctolagus cuniculus) were given either a 100% or a 50% reinforcement schedule in classical conditioning. Two groups received an aversive US (shock) and two groups received an appetitive US (water to the oral cavity). With parameter estimates for the two-phase model serving as the dependent variables, it was possible to define more precisely the effect of US omission with the intermittent reinforcement schedule. For the aversive preparation, the major effect of intermittent reinforcement was to increase the duration of Phase 1, a phase during which response likelihood remains constant at its initial value. Only a small proportion of subjects reflected the effect of US omission during Phase 2, the “learning” phase, this being a low operator limit following trials on which neither the CR nor the US occurred. The major effect of US omission for the appetitive preparation was in Phase 2, primarily a result of a minority of subjects having a low operator limit following trials on which neither the CR nor the US occurred. Many subjects required separate operators for trials on which the CR did or did not occur. The results were interpreted to pose difficulties for strength theories of conditioning, and the limitation implied for successful application of the Rescorla-Wagner theory are discussed. The implications of the data for response-contingent interpretations and for individual differences are also discussed. 相似文献
40.
Adults are typically required to make values‐based decisions multiple times each day.Why, then, should a discussion of values not be explicit across the college curriculum and intentionally integrated into the cocurriculum? The authors describe a place where the work of values education is widely shared. 相似文献