全文获取类型
收费全文 | 1627篇 |
免费 | 41篇 |
国内免费 | 3篇 |
专业分类
教育 | 1380篇 |
科学研究 | 45篇 |
各国文化 | 23篇 |
体育 | 77篇 |
综合类 | 1篇 |
文化理论 | 11篇 |
信息传播 | 134篇 |
出版年
2023年 | 6篇 |
2021年 | 17篇 |
2020年 | 31篇 |
2019年 | 39篇 |
2018年 | 48篇 |
2017年 | 62篇 |
2016年 | 57篇 |
2015年 | 43篇 |
2014年 | 48篇 |
2013年 | 344篇 |
2012年 | 29篇 |
2011年 | 29篇 |
2010年 | 33篇 |
2009年 | 41篇 |
2008年 | 37篇 |
2007年 | 42篇 |
2006年 | 30篇 |
2005年 | 39篇 |
2004年 | 40篇 |
2003年 | 50篇 |
2002年 | 38篇 |
2001年 | 32篇 |
2000年 | 35篇 |
1999年 | 38篇 |
1998年 | 28篇 |
1997年 | 14篇 |
1996年 | 27篇 |
1995年 | 19篇 |
1994年 | 28篇 |
1993年 | 16篇 |
1992年 | 29篇 |
1991年 | 17篇 |
1990年 | 18篇 |
1989年 | 26篇 |
1988年 | 22篇 |
1987年 | 17篇 |
1986年 | 18篇 |
1985年 | 22篇 |
1984年 | 19篇 |
1983年 | 10篇 |
1982年 | 14篇 |
1981年 | 13篇 |
1980年 | 7篇 |
1979年 | 13篇 |
1978年 | 7篇 |
1976年 | 9篇 |
1974年 | 6篇 |
1973年 | 10篇 |
1971年 | 6篇 |
1968年 | 6篇 |
排序方式: 共有1671条查询结果,搜索用时 0 毫秒
11.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
12.
Lothian JA 《The Journal of perinatal education》2011,20(2):118-120
Lamaze breathing historically is considered the hallmark of Lamaze preparation for childbirth. This column discusses breathing in the larger context of contemporary Lamaze. Controlled breathing enhances relaxation and decreases perception of pain. It is one of many comfort strategies taught in Lamaze classes. In restricted birthing environments, breathing may be the only nonpharmacological comfort strategy available to women. Conscious breathing and relaxation, especially in combination with a wide variety of comfort strategies, can help women avoid unnecessary medical intervention and have a safe, healthy birth. 相似文献
13.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
14.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
15.
16.
This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 rural youth. We found that more than half of rural youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of rural youth. 相似文献
17.
18.
19.
Abigail S. Hoffman Jill V. Hamm Kerrylin Lambert Judith Meece 《Journal of Experimental Education》2020,88(4):559-577
AbstractThis study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration. 相似文献
20.