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951.
Twenty-eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment-Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II-Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control-You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr-20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward-shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10). 相似文献
952.
Roger H. Bruning John K. Burton Michele Ballering 《Contemporary educational psychology》1978,3(4):340-351
In two experiments, visual and auditory memory was tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual coding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups were discussed with respect to the reading process and reading theory. 相似文献
953.
John Ramsland 《Journal of educational administration and history》2006,38(3):237-248
Kinchela Boys’ Home on the mid‐north coast of New South Wales, was established by the state’s Aborigines Protection Board for Aboriginal boys and youths in 1924 and closed in 1970. By the 1930s the place had become known as a notorious carceral, poorly managed and psychologically isolated. An overdue government enquiry in 1940 concluded that it was not fulfilling its ‘requirements’ as a place of training and had many ‘shortcomings’. Reform and reconstruction were in the air, but did not occur until after the Second World War. The reshaping of post‐war Kinchela involved a vigorous sports and physical education programme for inmates as well as agricultural training. This article explores the development of a sporting culture and ethos at Kinchela in the 1950s and how it gained a local and state‐wide reputation. Some of its inmates became ‘sporting stars’. Consideration is given to the relationships with local outside sporting bodies and community organisations, particularly in surf life‐saving, boxing, athletics and rugby league. The approach developed was a version of the Rousseauian myth of child rescue that had been dominant in the western world since the well‐known mid‐nineteenth century French experiment at Mettray, the Agricultural College for Delinquent Boys. 相似文献
954.
This paper explores some of the ambiguities inherent in the notions of generality and genericity, drawing parallels between natural language and mathematics, and thereby obliquely attacking the entrenched view that mathematics is unambiguous. Alternative ways of construing 2N, for example, suggest approaches to some of the difficulties which students find with an algebraic representation of generality. Examples are given to show that confusion of levels is widespread throughout mathematics, but that the very confusion is a source of richness of meaning. 相似文献
955.
John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):537-537
Salmon, Gilly (2002) E-tivities Kogan Page (London (& Stylus, Sterling VA)) ISBN 0-7494-3686-7 223 pp £19.99
http://www.kogan-page.co.uk kpinfo@kogan-page.co.uk 相似文献
http://www.kogan-page.co.uk kpinfo@kogan-page.co.uk 相似文献
956.
The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child–parent–environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success. 相似文献
957.
958.
As part of a two-year investigation of technological innovation in one secondary school, nine senior students participated in one-hour interviews that explored their perceptions of the proper role of technology in their schooling. Student responses were analyzed and compared to those of their teachers for similarities and differences in perceptions about desirable uses and goals for technology. Like their teachers, a majority preferred to adapt technology to support traditional, teacher-centered instruction. A minority valued technology as a facilitator of student-centered inquiry and appeared to differ from the majority in beliefs about schooling and in dispositional tolerances for uncertainty.This paper is based on work done as part of the author's doctoral dissertation at the University of Georgia. Portions of the paper were presented at the 9th Annual International Qualitative Research in Education Conference, Athens, GA, January, 1996. 相似文献
959.
960.
This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated. We then relate certain observations which Swanwick makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick correctly identifies. Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching. 相似文献