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741.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play
in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that
contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or
dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern
of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone,
as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition.
The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences
between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to
read use phonological codes during word recognition, but they do so less efficiently than skilled readers. 相似文献
742.
Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project‐based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008 相似文献
743.
Concerns about pupil disengagement from school and society have led to compulsory citizenship education in state schools in England. However, there is little evidence that the new citizenship education is meeting its goals. The research described here assesses a new approach to citizenship education that appears to overcome some of the identified obstacles in current practices. Hampshire's ‘Rights, respect and responsibility’ initiative is a rights‐based whole school reform of school policies and practices. Under this initiative the contemporaneous citizenship status of pupils is respected, pupils are taught about their rights under the UN Convention on the Rights of the Child and democratic participation is made meaningful in classroom and school functioning. Of particular interest is that the initiative starts in infant schools. This research indicates that young children can understand their rights and responsibilities in ways that are meaningful to their everyday behaviour and that rights‐based whole school reform has the capacity to improve pupil learning and citizenship behaviours. 相似文献
744.
Bella Ross Angela Carbone Katherine Lindsay Steve Drew Liam Phelan Caroline Cottman 《International Journal for Academic Development》2016,21(4):350-363
The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed. 相似文献
745.
Katherine S. Cennamo Wilhelmina C. Savenye Patricia L. Smith 《Educational technology research and development : ETR & D》1991,39(1):5-16
Recommendations for the design of interactive video materials are often based on the premise that interactive video may overcome
learners' preconceptions of television as “easy.” This study investigated learner preconceptions of the difficulty of interactive
video, instructional television, and television, and examined the effects of actively or covertly responding to practice questions
on perceived mental effort, recall, and inferences.
Seventy-one undergraduate students completed a questionnaire assessing their preconceptions of the difficulty of the three
media, received their treatment, completed a questionnaire assessing perceived mental effort, then completed a recall and
inference posttest.
Before the lesson, the learners perceived it to be significantly easier to learn from interactive video than from instructional
television and television, and significantly easier to learn from instructional television than from television. There were
no significant differences in the mental effort ratings or inference scores among the three groups. The interactive video
group recalled significantly more information than the television group. Possible reasons for findings and suggestions for
further research are discussed. 相似文献
746.
Brenna Hassinger‐Das Katherine Ridge Amira Parker Roberta Michnick Golinkoff Kathy Hirsh‐Pasek David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group. 相似文献
747.
Katherine Richardson Bruna 《Cultural Studies of Science Education》2014,9(2):335-342
In this reflection on Carolyn Parker’s article, I connect to my own professional work at the intersection of Latino education and science education as well as to my own personal interest in liberation theology. I use constructs central to liberation theology to indicate what a liberationist science might look like and push us, in doing so, to put learning, not teaching, at the center of our efforts. 相似文献
748.
Conal Monaghan Boris Bizumic Katherine Reynolds Michael Smithson Lynette Johns-Boast Dirk van Rooy 《European Journal of Engineering Education》2015,40(1):52-67
One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams. 相似文献
749.
Katherine G. Akers 《Journal of the Medical Library Association》2021,109(2):163
The Journal of the Medical Library Association (JMLA) sincerely thanks the 214 peer reviewers in 2020 who helped vet and improve the quality of work published in our journal.The Journal of the Medical Library Association (JMLA) sincerely thanks the 214 peer reviewers in 2020 who helped vet and improve the quality of work published in our journal.JMLA is always looking to expand our pool of reviewers with expertise in specific domains in health sciences librarianship research and practice. If you would like to serve as a peer reviewer for JMLA, please indicate your interest to an assistant editor, an associate editor, or the editor-in-chief. 相似文献
750.
The Urban Review - This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ... 相似文献