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981.
Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics 总被引:1,自引:0,他引:1
Christopher A. Correa Michelle Perry Linda M. Sims Kevin F. Miller Ge Fang 《Teaching and Teacher Education》2008
This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students’ interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed. 相似文献
982.
Linda Jarmulowicz Sarah E. Hay Valentina L. Taran Corinna A. Ethington 《Reading and writing》2008,21(3):275-297
Oral language is the foundation on which literacy initially builds. Between early developing oral language skills and fluent
reading comprehension emerge several types of metalinguistic ability, including phonological and morphological awareness.
In this study, a developmental sequence is proposed, beginning with receptive language followed by phonological awareness,
morphological awareness, and a new metalinguistic task measuring oral morphophonological accuracy (MPA), followed by decoding
and culminating in reading comprehension. MPA is a measure of accurate primary stress placement in the production of derived
words with non-neutral, stress changing suffixes (e.g., -ity). A path analysis with data from 76 third graders was used to evaluate the direct and indirect effects of these variables.
The developmental model was confirmed, and a metalinguistic continuum, with MPA emerging after both PA and MA, was supported.
Decoding and receptive language were the best unique predictors of reading comprehension. Surprisingly, MPA was more important
to decoding than was PA, whereas MA was only indirectly implicated in both decoding and reading comprehension. 相似文献
983.
Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders 总被引:1,自引:0,他引:1
A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students’ writing was evaluated before and after self-regulated
strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence,
Reasons – three or more, Ending, Examine) strategy. Students’ essays written during and immediately after instruction indicated
that the students had learned to write independently a persuasive essay with five parts. Generalization and maintenance performance,
however, varied across students and appeared to be associated with behavior as opposed to the inability to transfer or remember
the strategy. 相似文献
984.
This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced. 相似文献
985.
Jennifer A. Somers Linda J. Luecken Tracy L. Spinrad Keith A. Crnic 《Child development》2019,90(6):e888-e900
Resting respiratory sinus arrhythmia (RSA) may confer infant susceptibility to the postpartum environment. Among infants with higher RSA, there may be a positive relation between depressive symptoms across the first 6 months postpartum (PPD) and later behavior problems, and toddlers’ dysregulation during mother–child interactions may partially explain the effects. Among a sample of low-income Mexican-American families, infant RSA (N = 322; 46% male) was assessed at 6 weeks of age; mothers (Mage = 27.8, SD = 6.5) reported PPD symptoms every 3 weeks from 6 to 24 weeks and infant behavior problems at 36 months. Dysregulation was observed at 24 months. PPD was positively associated with behavior problems only among infants with lower RSA; however, this relation was not mediated by dysregulation. 相似文献
986.
Angela Bartie Linda Fleming Tom Hulme Alexander Hutton Paul Readman 《History of education》2019,48(2):156-179
ABSTRACTHistorical pageants were important sites of popular engagement with the past in twentieth-century Britain. They took place in many places and sometimes on a large scale, in settings ranging from small villages to industrial cities. They were staged by schools, churches, professional organisations, women’s groups and political parties, among others. This article draws on contemporary studies of heritage and performance to explore the blend of history, myth and fiction that characterised pageants, and the ways in which they both shaped and reflected the self-image of local communities. Pageants were important channels of popular education as well as entertainment and, although they are sometimes seen as backward-looking and conservative spectacles, this article argues that pageants could be an effective means of enlisting the past in the service of the present and future. 相似文献
987.
Linda A. Barkas Jonathan M. Scott Nicola J. Poppitt Paul J. Smith 《Journal of Further & Higher Education》2019,43(6):801-813
The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms. 相似文献
988.
989.
ABSTRACT: What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article's analysis incorporates re-definition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of 'new' or 'modified' professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilised for the development of education professionals. 相似文献
990.
Hale JB Reddy LA Semrud-Clikeman M Hain LA Whitaker J Morley J Lawrence K Smith A Jones N 《Journal of learning disabilities》2011,44(2):196-212
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. 相似文献