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931.
Ming-Te Wang Cristina D. Zepeda Xu Qin Juan Del Toro Kevin R. Binning 《Child development》2021,92(5):e957-e976
This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students’ beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools. 相似文献
932.
Spencer Mattingly Elizabeth Hardesty Kevin Chovanec Marlon E. Cobos Jacqueline Garcia Meghan Grizzle Amanda Huerta Jesse Ohtake Daniel Romero-Alvarez Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815
Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended. 相似文献
933.
Kevin J. Howat 《Publishing Research Quarterly》2000,16(2):6-13
Kevin Howat was named Senior Vice President, Business Development at WiseBear.com, Inc. in November 1999. Immediately prior
to this appointment, he served as Vice President, Business Development & Brand Management at Time Inc. New Media. Mr. Howat
was a co-founder of and served as Vice President and Publisher for Simon & Schuster's Macmillan Digital unit, an early publisher
of new media titles for consumer reference market. He has also held editorial and marketing management positions with book
publishers Thomson and Addison & Wesley.
This article is based on a presentation made during the E-Commerce: Developing New Online Businesses for Publishers, a seminar sponsored by the Center for Publishing, New York University, Villa La Pietra, Florence, Italy, February 2–5, 2000. 相似文献
934.
935.
936.
Myrto Repapi Harrison G. Gough Kevin Lanning Costas Stefanis 《Contemporary educational psychology》1983,8(2):181-188
Family background data and California Psychological Inventory (CPI) protocols were obtained from 1643 Greek students (825 males, 818 females), from 19 schools in upper, above average, below average, and lower socioeconomic districts of the City of Athens. Students were enrolled in Grades 8 and 9 (gymnasio) or 10 through 12 (likio). Background variables, individual CPI scales, and a combination of six CPI scales developed earlier to forecast high school academic achievement in the United States were related to the scholastic performance of the Greek students. For all 1643 students, the optimum linear combination of three family background variables correlated .29 with grades, whereas the previously defined CPI equation had a correlation of .38. Similar results were observed in subsamples defined by sex and school level. It was concluded that the CPI measures showed sufficient validity in this cross-cultural application to warrant further research at higher educational levels, and in special subgroups such as the intellectually gifted or mathematically precocious. 相似文献
937.
Kevin Marjoribanks 《European Journal of Psychology of Education - EJPE》1994,9(3):215-223
The study, which is a follow-up analysis of an earlier investigation in theJournal, examined relationships between adolescents’ perceptions of family and school environments, their aspirations and measures of social-status attainment, for young adults with different levels of ability and varying attitudes to school. Data were collected from 330 Australians who were 11-, 16-, and 21-years-old, respectively, during three surveys. The young adults were classified into four groups, defined conjointly by ability and cognitive attitudes to school. Within each group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear relationships. The findings indicated that within various ability-attitude contexts, adolescents’ perceptions of environments and their aspirations operated differentially to be related to measures of young adults’ social-status attainment. Thus, the two longitudinal studies, when considered together, suggest that our understanding of variations in students’ school-related outcomes may be enhanced by exploring in greater detail contexts that are defined by ability and attitude dimensions. 相似文献
938.
939.
Jane M. Watson Jeffrey P. Baxter Kevin H. Olssen Charles Lovitt 《Asia-Pacific Journal of Teacher Education》1996,24(2):139-146
This paper considers the issues involved in the delivery of professional development to teachers across Australia using information technology. A DEET‐funded pilot project to provide professional development in statistics education using satellite television is the basis for the discussion. Aspects of the project include the procedures followed in setting up and implementing the programme, the difficulties encountered, the evaluation of the various participants and products, the future plans arising from the project, and the possible transfer of lessons learned to other subject areas. 相似文献
940.
Are ‘Mathematics’ and ‘Science’ such universal notions that one curriculum can serve equally well in all societies, subject only to exemplification from local circumstances? Or do different human cultures construct and use ‘Mathematics’ and ‘Science’ so differently that each culture needs to construct its own curriculum to teach its own children? At issue is whether curricula developed in industrialised states can be readily transferred or adapted to developing countries.Taking as its starting point the fates of the Scools Mathematics and the Schools Science Projects in Kenya, — both adaptations of British models, — this paper reviews the research addressed to these questions. Its conclusion is that definitive answers are not yet possible. Nevertheless, what evidence there is seems to question the possibilities of transferability or even of simple adaptation. 相似文献