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121.
Johnson K 《Endeavour》2004,28(4):161-166
The search by naturalists for good characters upon which to base both classifications and determinations of species led some 19th century entomologists to put their faith in insect genitalia as a criteria by which they could differentiate between and classify forms. Karl Jordan was such an entomologist, who turned to these tiny structures as an aid to his work as a museum curator to identify, describe and classify moths and butterflies. In his writings on the subject he also demonstrated how the attempts of systematists to order the diversity of nature had profound implications for the efforts of biologists to explain the origin of that diversity. However, Jordan's plan of how to do systematics well required much more than convincing biologists of the importance of museum work. It also depended on refining the priorities of a natural history community that worked according to diverse means, priorities and methods during a tumultuous century. 相似文献
122.
Reading and Writing - A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes across purposes and... 相似文献
123.
Bass Kristin M. Hu Dahl Ingrid Panahandeh Shirin 《Journal of Science Education and Technology》2016,25(6):1009-1024
Journal of Science Education and Technology - Numerous studies have indicated a need for a diverse workforce that is more highly educated in STEM and ICT fields, and one that is capable of... 相似文献
124.
Kristin?M.?PerroneEmail author L.?Kay?Webb Rachel?H.?Blalock 《Journal of Career Development》2005,31(4):225-238
The impact of role congruence and role conflict on work, marital, and life satisfaction was studied using Super’s life-span, life-space theory. A conceptual model of relationships between these variables was proposed, and gender differences were examined. Participants were 35 male and 60 female college graduates who completed surveys by mail. Results indicated adequate fit for the proposed model. Results of gender analyses indicated that women in this study participated more in parenting and housework, whereas men participated more in career and leisure activities. Despite the differences in actual role participation, no gender differences were found regarding ideal role participation. Both men and women reported that the parent role was most rewarding. Implications for counselors and directions for future research were discussed. 相似文献
125.
In 3 studies we investigated 3- through 6-year-olds' knowledge of thinking and feeling by examining their understanding of how emotions can change when memories of past sad events are cued by objects in the current environment. In Study 1, 48 4-, 5-, and 6-year-olds were presented with 4 illustrated stories in which tocal characters experience minor sad events. Later, each story character encounters a visual cue that is related to one of his or her previous sad experiences. Children were told that the character felt sad and they were asked ot explain why. Study 1 suggested considerable competence as well as substantial development in the years between 4 and 6 in the understandings of the influence of mental activity on emotions. Studies 2 and 3 more systematically explored preschoolers' understanding of cognitive cuing and emotional change with difterent types of situations and cues. Across these 2 studies, 108 3-, 4-, and 5-year-olds listened to illustrated stories that featured story characters who each experienced a sad event and swho were later exposed to a related cue. Children were not only asked to explain why the characters suddenly felt sad, but in some stories, they were also asked to predict and explain how another character, who was never at the past sad event, would feel. Results of studies 2 and 3 showed an initial understanding of cognitive cuing and emotion in some children as young as 3, replicated and extended the evidence for significant developmental changes in that understanding during the preschool years, and revealed that the strenght and consistency of preschoolers' knowledge of cognitive cuing and emotion was affected by whether cues were the sme, or only similar to, parts of the earlier events. 相似文献
126.
Despite growing recognition of the importance of visual representations to science education, previous research has given attention mostly to verbal modalities of evolution instruction. Visual aspects of classroom learning of evolution are yet to be systematically examined by science educators. The present study attends to this issue by exploring the types of evolutionary imagery deployed by secondary students. Our visual design analysis revealed that students resorted to two larger categories of images when visually communicating evolution: spatial metaphors (images that provided a spatio-temporal account of human evolution as a metaphorical “walk” across time and space) and symbolic representations (“icons of evolution” such as personal portraits of Charles Darwin that simply evoked evolutionary theory rather than metaphorically conveying its conceptual contents). It is argued that students need opportunities to collaboratively critique evolutionary imagery and to extend their visual perception of evolution beyond dominant images. 相似文献
127.
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices. 相似文献
128.
129.
Howard S. Bloom Stephen W. Raudenbush Michael J. Weiss Kristin Porter 《Journal of research on educational effectiveness》2017,10(4):817-842
The present article considers a fundamental question in evaluation research: “By how much do program effects vary across sites?” The article first presents a theoretical model of cross-site impact variation and a related estimation model with a random treatment coefficient and fixed site-specific intercepts. This approach eliminates several biases that can arise from unbalanced sample designs for multisite randomized trials. The article then describes how the approach operates, explores its assumptions, and applies the approach to data from three large welfare-to-work trials. The article also illustrates how to report cross-site impact findings and presents diagnostics for assessing these findings. To keep the article manageable, it focuses on experimental estimates of effects of program assignment (effects of intent to treat), although the ideas presented can be extended to analyses of multisite quasi-experiments and experimental estimates of effects of program participation (complier average causal effects). 相似文献
130.
Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This study investigated how two forms of scaffolding embedded in dynamic visualizations, expert guidance and generating guidance, can foster ELLs' and non-ELLs' understanding of unobservable scientific phenomena. While interacting with dynamic visualizations, students in the expert guidance condition were provided with scientifically accurate explanations to interpret visual representations, whereas students in the generating guidance condition were prompted to generate their own explanations using visual representations. The results show the significant advantage of generating guidance over expert guidance for both ELLs and non-ELLs, although students in the generating guidance condition did not receive feedback on their generated artifacts. Analyses of video data and log data from 40 pairs revealed that each form of scaffolding affected the quantity and quality of linguistically diverse students' conversations. The results show that generating guidance enabled students, particularly ELLs, to engage in discourse-rich practices to evaluate various sources of evidence from the visualization and compare the evidence to their alternative ideas to develop a coherent understanding of the target concepts. This study shows the unique benefits of generating guidance as an effective strategy to support linguistically diverse students' science learning with dynamic visualizations. 相似文献