全文获取类型
收费全文 | 1280篇 |
免费 | 13篇 |
国内免费 | 2篇 |
专业分类
教育 | 927篇 |
科学研究 | 99篇 |
各国文化 | 12篇 |
体育 | 123篇 |
文化理论 | 15篇 |
信息传播 | 119篇 |
出版年
2023年 | 8篇 |
2022年 | 14篇 |
2021年 | 21篇 |
2020年 | 35篇 |
2019年 | 55篇 |
2018年 | 82篇 |
2017年 | 70篇 |
2016年 | 64篇 |
2015年 | 38篇 |
2014年 | 50篇 |
2013年 | 255篇 |
2012年 | 47篇 |
2011年 | 44篇 |
2010年 | 43篇 |
2009年 | 39篇 |
2008年 | 28篇 |
2007年 | 30篇 |
2006年 | 27篇 |
2005年 | 26篇 |
2004年 | 24篇 |
2003年 | 18篇 |
2002年 | 14篇 |
2001年 | 17篇 |
2000年 | 16篇 |
1999年 | 10篇 |
1998年 | 13篇 |
1997年 | 5篇 |
1996年 | 11篇 |
1995年 | 3篇 |
1994年 | 12篇 |
1993年 | 16篇 |
1992年 | 10篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 11篇 |
1988年 | 4篇 |
1987年 | 13篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1955年 | 4篇 |
1917年 | 4篇 |
排序方式: 共有1295条查询结果,搜索用时 16 毫秒
991.
Alignment has been defined as the extent to which curricular expectations and assessments are in agreement and work together to provide guidance for educators' efforts to facilitate students' progress toward desire academic outcomes. The Council of Chief State School Officers has identified three preferred models as frameworks for evaluating alignment: Webb's alignment model, the Surveys of Enacted Curriculum model, and the Achieve model. Each model consists of a series of indices that summarize or describe the general match or coherence between state standards, large‐scale assessments, and, in some cases, classroom instruction. This article provides an overview of these frameworks for evaluating alignment and their applications in educational practice and the research literature. After providing an introduction to the use of alignment to evaluate large‐scale accountability systems, the article presents potential extensions of alignment for use with vulnerable populations (e.g., students with disabilities, preschoolers), individual students, and classroom teachers. These proposed applications can provide information for facilitating efforts to improve teachers' classroom instruction and students' educational achievement. © 2008 Wiley Periodicals, Inc. 相似文献
992.
The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight
first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the
perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning.
Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside
of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more
closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups
with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated
learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may
relate to students’ self-regulated learning. 相似文献
993.
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning 总被引:6,自引:5,他引:1
Daniel L. Dinsmore Patricia A. Alexander Sandra M. Loughlin 《Educational Psychology Review》2008,20(4):391-409
The terms metacognition, self-regulation, and self-regulated learning appear frequently in the educational literature and
are sometimes used interchangeably. In order to explore the theoretical and empirical boundaries between these three constructs
and the perceptions or misperceptions that their broad and often unqualified application may engender, an analysis of their
use within contemporary research was undertaken. A PsychInfo database search was conducted and 255 studies were identified
for a comprehensive data table. Analysis of these data revealed trends that suggest nesting of the constructs in definition
and keyword explication. However, important differences emerged in the measures of these three constructs and in environmental
factors such as prompting. Implications for future research are discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
994.
Knowledge Management Research & Practice - This paper argues that knowledge management theory needs to explore the literature on how science-based work is organized, managed, and monitored. To... 相似文献
995.
Pollution control strategies currently in use by electric power systems are reviewed and a new minimum emission dispatch (MED) method is developed. This new method minimizes overall emission levels at an increased cost in large-scale power systems while simultaneously accommodating local pollution level requirements, as well as economic constraints. 相似文献
996.
997.
Aldo Jonathan Muñoz-Vázquez Juan Diego Sánchez-Torres Salvador Gutiérrez-Alcalá Esteban Jiménez-Rodríguez Alexander G. Loukianov 《Journal of The Franklin Institute》2019,356(5):2709-2722
Robotic tasks are primarily defined to comply to spatial and time constraints, and in several of such tasks, it is required to track a nominal contour depending just on spatial coordinates, without involving the time variable in the definition of such a contour, in contrast to conventional trajectory tracking schemes. With the aim to satisfy the salient requirements of these robotic tasks, this paper presents an integrated robust controller. The contour is encoded by using a robust velocity field, such that, any particle immerse in such field converges in predefined-time to a predefined vicinity of the given contour. Then, a robust controller is proposed to enforce the velocity field, in turns, in predefined-time. In this sense, a predefined-time-precision contour tracking is assured, by considering a robust controller that does not assume the exact knowledge of the robot parameters for its real-time implementation. Numerical simulations are conducted to highlight the reliability of the proposed scheme. 相似文献
998.
Jediael Machín Almeida Alexander G. Loukianov José M. Cañedo Castañeda Jorge Rivera Dominguez 《Journal of The Franklin Institute》2018,355(7):3221-3248
Using a nonlinear complete order model of a synchronous motor, a robust second order sliding mode observer based control scheme is proposed. For that, a generalized super-twisting 3rd order observer is proposed for nonlinear systems. Based on the proposed observer scheme, a robust rotor flux observer is designed, then, a stator current observer is proposed using a classical super-twisting algorithm for extracting information of the rotor speed by means of the equivalent control method. The control design for the output tracking of a desired reference signal for the rotor speed is carried out with a classical super-twisting sliding mode algorithm and adaptive backstepping techniques. Due to the number of inputs, the flux in the excitation winding, and the direct component of the stator currents are also regulated. Numeric simulations predict a good performance of the closed-loop synchronous motor with parameter variations. 相似文献
999.
Joanne K. Olson 《Science & Education》2018,27(7-8):637-660
Understanding the nature of science (NOS) has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes (such as chart column headers or footnotes), and NOS statements found in ancillary text (e.g., introductory material or appendices). Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. 相似文献
1000.
Florian Azad Engel Matthias Wagner Andreas Roth Swantje Scharenberg Thomas Bossmann Alexander Woll Billy Sperlich 《Sportwissenschaft》2018,48(1):120-128