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91.
92.
Jacques Lamontagne 《Interchange》1988,19(3-4):38-54
Sans résumé 相似文献
93.
94.
The effects of stimulus-incentive (S:IS) contingency, stimulus-response-incentive (S:R:IS) contingency, and stimulus-no-response-incentive (S:R:IS) contingency on the acquisition and maintenance of an instrumental approach-contact response in the rat were studied. The experiment, concerned mainly with the temporal distribution of responses, showed that (1) the S:IS contingency and the S:R:IS contingency produced the same temporal distribution of responses; (2) the S:R:IS contingency produced higher rates of response than the S:IS contingency; (3) the negative S:R:IS contingency did not completely eradicate already established responses; and (4)post-CS responding occurred on reinforced trials. Consideration of these results indicates that the critical factor determining the higher rates of response under the S:R:IS contingency may be the S:R:IS occasions experienced only in the instrumental procedure. 相似文献
95.
Jacques Aubret 《European Journal of Psychology of Education - EJPE》1987,2(2):167-182
The publication by the French Ministry of Education of the findings of a survey designed to assess achievement of students at the end of elementary school (age 11) was the opportunity for educational specialists to construct a classification of the skills required for each of the exercises administered to the children in French, Mathematics, and the other objects. This classification reflected the aims stated in the Official Instructions on Education as regards knowledge and know-how for this age group. The present study was designed to test the validity of this classification, through an analisis of the consistency of success on exercises within a given subject and across subjects. The results show that although the classification is relatively pertinent for exercises within a given subject, this is not the case on an interdisciplinary level. The resulting structure shows the presence of a general factor, and content factors linked to each area of study. The discussion is centered on the feasability of a formative evaluation test based on an analytical diagnosis of skills in the young child. 相似文献
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This article sheds light on views held by actors who enjoy a certain degree of institutional legitimacy for “talking about
science,” either as practitioners in the field of science or as guidance counsellors working with youths interested in having
a science-related career. One hundred and seven scientists and technologists who worked either in a university or industrial
research centre and 182 guidance counsellors working in high school settings participated in our survey; the main instrument
for data collection was a questionnaire developed using the bank of items from “VOSTS.” Excepting a few aspects of the production
of scientific knowledge, the predominant tendency suggests that both professional groups share a relatively similar discursive
outlook on science—an outlook which presents a “family resemblance” with the usual school rhetoric on the exceptional status
of science. 相似文献
98.
Jacques Fijalkow Angeline Liva 《European Journal of Psychology of Education - EJPE》1988,3(4):431-447
The behavior of 34 first-grade children was observed when copying a text — their procedures for dividing the text verbal behavior and written production — in order to obtain task with which to follow the child’s progress through the first two years of schooling. Four successive levels appear after analysis of these data. On the first level, the construction of written units, the child faces particular problems with the title, lines, blanks and letters. The text is merely a commonplace object for the child. The second, or literal, level involves systematic letter-by-letter copying; letter naming appears. The text becomes a sequence of letters. On the third level, the child strives to copy visually and/or phonetically identifiable groups of letters: phonemes, syllables, or pronounceable non-syllabic strings of letters. Oral support is often implicit. The text is not seen by the child as a representation of speech. The word constitutes the unit of reference on the fourth level. The wide span group succeeds in copying the text word-by-word, while the narrow-span subgroup needs to repeat the trial twice, using the syllable as the support unit. Oral behavior is omnipresent. The text has become a sequence of words for the child. 相似文献
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100.
An investigation of tertiary students' understanding of evaporation,condensation and vapour pressure
Jacques Kleinsmidt Jennifer Case Paul Musonge 《International Journal of Science Education》2013,35(13):1597-1620
Based on a purposive sample of 15 second‐year chemical engineering students, this study investigates students' conceptions of evaporation, condensation and vapour pressure. During individual interviews the students were questioned on three tasks that had been designed around these topics. Qualitative analysis of student responses showed a range of conceptions in each area, including some misconceptions. A key underlying misconception was the belief that evaporation and condensation require a temperature gradient in order to take place. Many students changed their initial (incorrect) answers when presented with further physical evidence as the interview progressed. The study points to the importance not only of practical work, but of associated conceptual discussions that allow students to reflect on and refine their conceptions. 相似文献