全文获取类型
收费全文 | 5093篇 |
免费 | 51篇 |
国内免费 | 11篇 |
专业分类
教育 | 3728篇 |
科学研究 | 413篇 |
各国文化 | 102篇 |
体育 | 399篇 |
综合类 | 1篇 |
文化理论 | 49篇 |
信息传播 | 463篇 |
出版年
2021年 | 40篇 |
2020年 | 60篇 |
2019年 | 111篇 |
2018年 | 130篇 |
2017年 | 136篇 |
2016年 | 160篇 |
2015年 | 99篇 |
2014年 | 113篇 |
2013年 | 1241篇 |
2012年 | 92篇 |
2011年 | 112篇 |
2010年 | 102篇 |
2009年 | 105篇 |
2008年 | 124篇 |
2007年 | 98篇 |
2006年 | 84篇 |
2005年 | 103篇 |
2004年 | 97篇 |
2003年 | 82篇 |
2002年 | 101篇 |
2001年 | 72篇 |
2000年 | 73篇 |
1999年 | 77篇 |
1998年 | 45篇 |
1997年 | 59篇 |
1996年 | 53篇 |
1995年 | 56篇 |
1994年 | 55篇 |
1993年 | 48篇 |
1992年 | 56篇 |
1991年 | 75篇 |
1990年 | 60篇 |
1989年 | 52篇 |
1988年 | 39篇 |
1987年 | 60篇 |
1986年 | 49篇 |
1985年 | 60篇 |
1984年 | 58篇 |
1983年 | 63篇 |
1982年 | 50篇 |
1981年 | 52篇 |
1980年 | 36篇 |
1979年 | 54篇 |
1978年 | 61篇 |
1977年 | 50篇 |
1976年 | 37篇 |
1975年 | 42篇 |
1974年 | 28篇 |
1973年 | 33篇 |
1971年 | 26篇 |
排序方式: 共有5155条查询结果,搜索用时 15 毫秒
131.
Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation. 相似文献
132.
Scott R. Hinze Michael F. Bunting James W. Pellegrino 《Learning and individual differences》2009,19(4):590-595
The involvement of working memory capacity (WMC) in ruled-based cognitive skill acquisition is well-established, but the duration of its involvement and its role in learning strategy selection are less certain. Participants (N = 610) learned four logic rules, their corresponding symbols, or logic gates, and the appropriate input–output combinations in three-gate circuit patterns. Participants practiced 120 repetitions of each rule (480 total gates) over the course of 10 training blocks. Memory load varied between subjects. The confluence of task demands and individual differences in WMC (N = 518) dramatically affected speed–accuracy tradeoffs and strategic use of a computerized help function. Cluster analysis revealed five distinct groups of participants based on the combination of response accuracy, latency, and help use. Some groups with moderate to high mean WMC acquired the task with predictable performance patterns. Other groups, prevalently under a memory load and with low mean WMC, failed to learn or overused help. 相似文献
133.
134.
135.
Leonard?A.?AnnettaEmail author James?Minogue 《Journal of Science Education and Technology》2004,13(4):485-494
The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide. 相似文献
136.
The goals of this research were to describe the daily life of children and teachers in Chinese kindergarten programmes, to better understand how teacher–child interactions affect both teachers and children. The main assumption guiding this research was that teacher–child interaction is one of the most important processes in early childhood education. A clear understanding of typical teacher–child interactions may help to improve teachers’ support of children’s learning and development. In‐depth field observations of 12 Chinese teachers in six classrooms were conducted using a participant‐observer approach. Five hundred and eighty‐nine teacher–child interaction cases were observed and described. An inductive content analysis of the cases resulted in the creation of nine functional categories for teacher‐initiated interactive behaviours and nine functional categories for child‐initiated interactive behaviours. In this paper, we describe these functional interaction categories and report on their relative frequency in the Chinese kindergarten classrooms involved in this study. Teacher and child interactive behaviours are complementary, depending on the shared meaning of the interaction. Some differences were found in the interactive behaviours of older and younger children with their teachers. We discuss the results in the cultural context of China and conclude that careful and systematic observation and analysis of early childhood classroom interaction is essential for better understanding and improvement of teaching practices. 相似文献
137.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
138.
Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive. 相似文献
139.
Anthony W. Blanchfield Tammy M. Lewis-Jones James R. Wignall James B. Roberts 《European Journal of Sport Science》2018,18(9):1177-1184
The effectiveness of a nap as a recovery strategy for endurance exercise is unknown and therefore the present study investigated the effect of napping on endurance exercise performance. Eleven trained male runners completed this randomised crossover study. On two occasions, runners completed treadmill running for 30?min at 75% ?O2max in the morning, returning that evening to run for 20?min at 60% ?O2max, and then to exhaustion at 90% ?O2max. On one trial, runners had an afternoon nap approximately 90?min before the evening exercise (NAP) whilst on the other, runners did not (CON). All runners napped (20?±?10?min), but time to exhaustion (TTE) was not improved in all runners (NAP 596?±?148?s vs. CON 589?±?216?s, P?=?.83). Runners that improved TTE after the nap slept less at night than those that did not improve TTE (night-time sleep 6.4?±?0.7?h vs. 7.5?±?0.4?h, P?.01). Furthermore, night-time sleep predicted change in TTE, indicating that runners sleeping least at night improved TTE the most after the nap compared to CON (r2 ? =??0.76, P?=?.001). In runners that improved TTE, ratings of perceived exertion (RPE) were lower during the TTE on NAP than CON compared to runners that did not improve (?0.4?±?0.6 vs. 0?±?0, P?=?.05). Reduced exercising sense of effort (RPE) may account for the improved TTE after the nap. In conclusion, a short afternoon nap improves endurance performance in runners that obtain less than 7?h night-time sleep. 相似文献
140.
Are students’ mathematical procedures as unstable as they seem? Students often produce different errors in response to the same kind of problems on different testing occasions. This finding is puzzling. Past research has shown that students induce overly general procedures from worked-out examples during learning, which lead to a host of predictable errors on new problems. Do students create rule-based errors only to then switch between them at random? In this paper, we show that seemingly diverse errors on two different testing episodes may result from the same underlying stable procedure and are part of the same error category. These findings suggest that students’ errors are more stable on a category vs. on an individual level. The current study consists of teaching students addition in a new number system, called NewRoman, and analyzing students’ solution strategies in detail. Implications for teaching are discussed. 相似文献