全文获取类型
收费全文 | 3121篇 |
免费 | 45篇 |
国内免费 | 3篇 |
专业分类
教育 | 2489篇 |
科学研究 | 88篇 |
各国文化 | 34篇 |
体育 | 163篇 |
综合类 | 2篇 |
文化理论 | 15篇 |
信息传播 | 378篇 |
出版年
2023年 | 16篇 |
2022年 | 25篇 |
2021年 | 29篇 |
2020年 | 52篇 |
2019年 | 109篇 |
2018年 | 135篇 |
2017年 | 144篇 |
2016年 | 140篇 |
2015年 | 65篇 |
2014年 | 121篇 |
2013年 | 706篇 |
2012年 | 92篇 |
2011年 | 95篇 |
2010年 | 59篇 |
2009年 | 77篇 |
2008年 | 115篇 |
2007年 | 76篇 |
2006年 | 76篇 |
2005年 | 61篇 |
2004年 | 62篇 |
2003年 | 55篇 |
2002年 | 42篇 |
2001年 | 41篇 |
2000年 | 49篇 |
1999年 | 36篇 |
1998年 | 34篇 |
1997年 | 42篇 |
1996年 | 43篇 |
1995年 | 25篇 |
1994年 | 35篇 |
1993年 | 34篇 |
1992年 | 41篇 |
1991年 | 29篇 |
1990年 | 26篇 |
1989年 | 34篇 |
1988年 | 24篇 |
1987年 | 33篇 |
1986年 | 19篇 |
1985年 | 13篇 |
1984年 | 14篇 |
1983年 | 15篇 |
1982年 | 19篇 |
1981年 | 15篇 |
1980年 | 19篇 |
1979年 | 17篇 |
1978年 | 16篇 |
1977年 | 20篇 |
1975年 | 13篇 |
1974年 | 12篇 |
1973年 | 12篇 |
排序方式: 共有3169条查询结果,搜索用时 0 毫秒
991.
Unpacking the CRT in Negotiating White Science 总被引:1,自引:0,他引:1
Eileen R. Carlton Parsons Billye Rhodes Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960
In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article
Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation
CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions. 相似文献
992.
Appetitive, aversive and avoidance responses to a flavoured solution in distinct contexts were examined. Rats placed in either
a white or black box were given access to saccharin. Consumption was followed by an injection of a toxin in one but not the
other box. Rats showed more aversive responses in anticipation of and during the presentation of saccharin in the box paired
with the toxin than in the box paired with vehicle. The reverse was true for appetitive responses. The acquisition of conditioned
avoidance paralleled the acquisition of aversive and appetitive responses. These findings demonstrate that the toxin does
not have to overlap exposure to contextual cues to produce conditioned aversive responses, that the aversive and appetitive
responses to a flavour can be modulated by visually distinct environments that predict the toxin, and that conditioned avoidance
and conditioned aversions develop simultaneously during acquisition. Thus, environmental cues can modulate anticipatory nausea
and may prove helpful in the control of nausea in clinical settings. 相似文献
993.
Melissa L. Shirley Karen E. Irving Vehbi A. Sanalan Stephen J. Pape Douglas T. Owens 《International Journal of Science and Mathematics Education》2011,9(2):459-481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication
between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations
such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts.
However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform.
Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in
secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair
mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration
of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important
considerations for the implementation of educational technology. 相似文献
994.
E. Whitney G. Moore Theresa C. Brown Mary D. Fry 《Measurement in physical education and exercise science》2013,17(4):186-199
The purpose of this study was to develop an abbreviated version of the Perceived Motivational Climate in Exercise Questionnaire (PMCEQ-A) to provide a more practical instrument for use in applied exercise settings. In the calibration step, two shortened versions’ measurement and latent model values were compared to each other and the original PMCEQ using a three-group CFA invariance testing approach with previously collected exercise setting data (N = 5,427). Based on the model fit and reliability values, the 12-item version performed better than the 17-item version. The resultant 12-item PMCEQ-A’s CFA model estimates were then compared to the PMCEQ’s model values for two different, previously conducted studies of exercise settings (N = 414 and 770). The more parsimonious 12-item PMCEQ-A can be used by exercise psychology researchers to gain insight into members’ perspectives on the motivational climate and may lead to developing effective strategies to enhance members’ experiences and commitment. 相似文献
995.
996.
997.
Chandra Hawley Orrill Rachael Eriksen Brown 《Journal of Mathematics Teacher Education》2012,15(5):381-403
This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this new-to-them representation. We analyzed videotaped sessions of a group of urban middle-grade teachers across five class meetings. Our findings include discussion of the two pieces of knowledge that emerged as important for reasoning about proportions with the representation and three knowledge pieces that deterred meaning making. Implications for professional development are discussed as are the implications for conceptualizing teachers’ understanding through a knowledge-in-pieces lens. 相似文献
998.
999.
1000.