全文获取类型
收费全文 | 2124篇 |
免费 | 29篇 |
国内免费 | 2篇 |
专业分类
教育 | 1542篇 |
科学研究 | 204篇 |
各国文化 | 36篇 |
体育 | 133篇 |
综合类 | 1篇 |
文化理论 | 24篇 |
信息传播 | 215篇 |
出版年
2023年 | 15篇 |
2021年 | 30篇 |
2020年 | 48篇 |
2019年 | 58篇 |
2018年 | 52篇 |
2017年 | 82篇 |
2016年 | 74篇 |
2015年 | 41篇 |
2014年 | 47篇 |
2013年 | 475篇 |
2012年 | 35篇 |
2011年 | 40篇 |
2010年 | 47篇 |
2009年 | 48篇 |
2008年 | 61篇 |
2007年 | 26篇 |
2006年 | 41篇 |
2005年 | 39篇 |
2004年 | 33篇 |
2003年 | 33篇 |
2002年 | 29篇 |
2001年 | 34篇 |
2000年 | 29篇 |
1999年 | 21篇 |
1998年 | 19篇 |
1997年 | 14篇 |
1996年 | 19篇 |
1995年 | 25篇 |
1994年 | 24篇 |
1993年 | 14篇 |
1992年 | 23篇 |
1991年 | 18篇 |
1990年 | 30篇 |
1989年 | 18篇 |
1988年 | 19篇 |
1987年 | 16篇 |
1986年 | 25篇 |
1985年 | 32篇 |
1984年 | 17篇 |
1983年 | 17篇 |
1981年 | 25篇 |
1980年 | 14篇 |
1979年 | 14篇 |
1977年 | 19篇 |
1976年 | 14篇 |
1975年 | 14篇 |
1974年 | 15篇 |
1973年 | 12篇 |
1972年 | 13篇 |
1968年 | 13篇 |
排序方式: 共有2155条查询结果,搜索用时 15 毫秒
31.
32.
33.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
34.
Since their founding, the Black churches have strived to implement and fulfill their missions. These institutions acknowledge the importance to become actively involved in the community as well as engaged in the lives of young people. Black churches are faced with unique challenges every day, however, they provide significant number of resources to the communities at large. In this study, we examine the role of partnerships through local churches and its impact on low performing schools using qualitative methodology. Research shows that low performing schools are influenced positively by partnerships with Black churches. 相似文献
35.
Adriel A. Hilton ;Patricia A.Green-Powell ;Crystal L. Joseph ;Linda G. Knight 《美中教育评论》2011,(2):233-238
The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI (one Florida initiative) and the addition of two MSI (minority serving institution) law schools on diversity in Florida's legal profession. This research explored the impact of Governor Bush's EO (executive order) on diversity within the SUS (state university system) of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT (critical race theory) provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in law schools has improved in Florida as a result of the OFI as well as the addition of two MSI law schools. Black representation, however, continues to lag behind other races, particularly the Hispanic population. This study concluded that the OFI has helped improve minority representation in the legal profession. 相似文献
36.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
37.
38.
The effects of method of reproduction, status of researcher, and personalization of signature on the initial rate of return of mail questionnaires were investigated, using a one-page combination cover letter and questionnaire mailed to 600 professors at the University of Maryland, College Park. The levels of each experimental variable were: Status — professor, graduate student; signature — hand signed in ink, mimeographed facsimile; reproduction — typed, photocopied, mimeographed.A response rate of 69% was obtained without using any follow-up procedures. Chi square analyses indicated no significant differences in the rate of returns for the levels of any of the experimental variables.It appears that initial return rate will not be significantly affected by using the most efficient, least expensive method available. 相似文献
39.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
40.
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献