全文获取类型
收费全文 | 2976篇 |
免费 | 38篇 |
国内免费 | 9篇 |
专业分类
教育 | 2075篇 |
科学研究 | 285篇 |
各国文化 | 48篇 |
体育 | 216篇 |
综合类 | 2篇 |
文化理论 | 24篇 |
信息传播 | 373篇 |
出版年
2023年 | 12篇 |
2022年 | 30篇 |
2021年 | 51篇 |
2020年 | 103篇 |
2019年 | 128篇 |
2018年 | 154篇 |
2017年 | 154篇 |
2016年 | 140篇 |
2015年 | 98篇 |
2014年 | 131篇 |
2013年 | 740篇 |
2012年 | 102篇 |
2011年 | 97篇 |
2010年 | 96篇 |
2009年 | 86篇 |
2008年 | 85篇 |
2007年 | 73篇 |
2006年 | 72篇 |
2005年 | 39篇 |
2004年 | 34篇 |
2003年 | 46篇 |
2002年 | 35篇 |
2001年 | 42篇 |
2000年 | 32篇 |
1999年 | 24篇 |
1998年 | 20篇 |
1997年 | 22篇 |
1996年 | 20篇 |
1995年 | 18篇 |
1994年 | 14篇 |
1993年 | 20篇 |
1992年 | 14篇 |
1991年 | 26篇 |
1990年 | 10篇 |
1989年 | 20篇 |
1988年 | 11篇 |
1987年 | 22篇 |
1986年 | 13篇 |
1985年 | 21篇 |
1984年 | 16篇 |
1983年 | 12篇 |
1982年 | 17篇 |
1981年 | 11篇 |
1980年 | 12篇 |
1979年 | 13篇 |
1978年 | 13篇 |
1975年 | 7篇 |
1974年 | 5篇 |
1973年 | 6篇 |
1971年 | 8篇 |
排序方式: 共有3023条查询结果,搜索用时 31 毫秒
41.
Tenko Raykov Thanos Patelis George A. Marcoulides Chun-Lung Lee 《Structural equation modeling》2016,23(1):111-115
This article outlines an interval estimation procedure that can be used in a 3-level setting to evaluate the proportion of outcome variance attributable to the second level of clustering. The method is useful for examining the necessity of including a possibly omitted intermediate level of nesting in analyses of data from a multilevel study, and represents an informative addendum to current statistical tests of second-level variance. The approach is developed within the framework of latent variable modeling and can be used as an aid in the process of choosing between 2-level and 3-level models in a hierarchical design. The discussed procedure is illustrated with an empirical example. 相似文献
42.
Many have called for re-examination of the “colorblind” philosophy to which some early educators have, tacitly or explicitly, adhered (e.g. Boutte et al. 2011; Derman-Sparks and Edwards 2010; Husband 2012). It has been argued that, while colorblind approaches may appear to be politically neutral, they actually exacerbate racial oppression. In this article, we advocate for a direct and active approach to raising conversations about race with younger preschool children. Based on the developmental nature of young children’s concepts of self and of other, our focus is on initiating discussions about concrete and observable physical aspects of human diversity associated with race. Young children notice and are curious about differences in skin color, hair texture, and facial features. Because these differences are salient, are accessible, and are of interest to young children they can serve as an effective starting point. We suggest shared reading of high quality illustrated children’s books, incorporating the principles of dialogic reading, as a potent springboard for discussions about race with very young children. Our purpose is to equip children, very early in their schooling, with a color-filled appreciation for and comfort with physical diversity of appearance. On that foundation, children may better proceed on the course of developing anti-racist attitudes. 相似文献
43.
M. Meghan Davidson 《Journal of Career Development》2001,27(3):217-228
Increasingly, career centers on university and college campuses are making use of the World Wide Web to help their users with a myriad of career related needs. This technological service delivery mode has many advantages that will be briefly reviewed in this article. As well, a computer emphasis has the potential for drastically changing career centers as we know them: their traffic patterns, staffing needs, resource procurement, and perhaps most importantly, their outcomes in the lives of the students who make use of them. This article discusses these changes and through a review of seven critical issues, challenges the reader to closely examine the implications for technology within their own career centers. 相似文献
44.
A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice. 相似文献
45.
Paul Kim Teresita Hagashi Laura Carillo Irina Gonzales Tamas Makany Bommi Lee Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486
Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically
complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile
learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California,
Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data
were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children
recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement
literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors
possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously
lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than
urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest
in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers
or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology
adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal
migratory nature of most families in this unique geographical region are also discussed to benefit future studies. 相似文献
46.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
47.
48.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献
49.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
50.
Richard Cox Jean Mckendree Richard Tobin John Lee Terry Mayes 《Instructional Science》1999,27(6):431-458
This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. 相似文献