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991.
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. 相似文献
992.
Koen Lombaerts Free De Backer Nadine Engels Johan van Braak James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96
The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. 相似文献
993.
Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. 相似文献
994.
To assess the empirical estimates of the effect of education on social trust and social participation – the basic dimensions of individual social capital – a meta-analysis is applied, synthesizing 154 evaluations on social trust, and 286 evaluations on social participation. The publication bias problem is given special emphasis in the meta-analysis. Our statistical synthesis confirms that education is a strong and robust correlate of individual social capital. The meta-analysis provides support for the existence of a relative effect of education on social participation, and of a reciprocity mechanism between the dimensions of social capital. The analysis also suggests that the erosion of social participation during the past decades has coincided with a decrease of the marginal return to education on social capital. Finally, we find differences in the return to education between genders, between US and other nations, and variations for different education attainments. 相似文献
995.
Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of written text compared to spoken text is due to the fact that written text receives less attention and, consequently, less effortful processing. In a 2 × 2 factorial experiment (N = 96) with the factors modality (written, spoken) and reflection (reflection prompts, no reflection prompts) the hypothesis is tested that prompted reflection requires learners to explicitly attend to written explanations and carefully process them, thus yielding higher transfer performance, whereas for spoken explanations prompted reflection would have no effect on transfer performance. The results indeed showed the hypothesized interaction between modality and reflection prompts. They suggest that the modality effect can be compensated for when learners explicitly attend to the information and effortfully process it. This has implications for learning situations in which spoken explanations are no option, such as education for the hearing-impaired. 相似文献
996.
Teachers' views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model 总被引:1,自引:0,他引:1
The study of Pedagogical Content Knowledge (PCK) that is presented in this paper aims to obtain an impression of teachers' knowledge and beliefs concerning teaching evolutionary theory. The starting point of this project was the development of the Educational Reconstruction for Teacher Education model (ERTE). The PCK-study shows that teachers' attitudes toward students' conceptions of evolutionary theory are not always constructive and that teachers often lack awareness of the historical nature of biology. Scenario questions proved to be effective interview items in order to acquire a detailed picture of teachers' ways to react to students' pre-scientific conceptions. 相似文献
997.
Peggy A. Ertmer Donald A. Stepich Sara Flanagan Aslihan Kocaman‐Karoglu Christian Reiner Lisette Reyes Adam L. Santone Shigetake Ushigusa 《Performance Improvement Quarterly》2009,21(4):117-132
This exploratory study examined differences in the problem representations of a case‐based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis strategies that experts tend to use. After participants' case analyses were scored on four dimensions of problem representation, a Wilcoxon nonparametric test was performed. Significant differences were noted between experts and control novices on the total score and on two dimensions of problem representation. Treatment novices did not differ significantly from experts, while control and treatment novices differed significantly on one dimension. Implications for future research and practice are discussed. 相似文献
998.
Dewi Heijnes Wouter van Joolingen Frank Leenaars 《Journal of Science Education and Technology》2018,27(1):45-56
We investigate the way students’ reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each iteration, the user interface and instructions were adjusted based on students’ remarks and the teacher’s observations. Students’ conversations were analyzed on reasoning complexity as a measurement of efficacy of the modeling tool and the instructions. These findings were also used to compose a set of recommendations for teachers and curriculum designers for using and constructing models in the classroom. Our findings suggest that to stimulate scientific reasoning in students working with a drawing-based modeling, tool instruction about the tool and the domain should be integrated. In creating models, a sufficient level of scaffolding is necessary. Without appropriate scaffolds, students are not able to create the model. With scaffolding that is too high, students may show reasoning that incorrectly assigns external causes to behavior in the model. 相似文献
999.
Mark R. van den Bunt Margriet A. Groen Steve Frost Airey Lau Jonathan L. Preston Vincent L. Gracco 《Scientific Studies of Reading》2018,22(6):503-516
Studies of the role of phonological representations in learning to read have almost exclusively focused on speech perception. In the current study, we examined links between sensorimotor control of speech, reading, and reading-related abilities. We studied two languages, English and Dutch, which vary in the regularity of their spelling-to-sound mappings. There were 236 American and Dutch children, 4 to 8 years old, who performed an altered auditory feedback task in which the first formant of the /?/ vowel was altered. A stronger response to altered feedback for literate relative to preliterate children was observed, and this was particularly the case for the Dutch children. Moreover, the magnitude of the responses was related to precursors of reading in preliterate children and to reading skill in literate children. We propose that these findings could be related to changes in children’s speech production skills that facilitate the integration of orthographic and phonemic information. 相似文献
1000.
Dominique Hansen Jan-Willem van Dijk Antoine Zorenc Lennert Minten Kevin Smeets 《European Journal of Sport Science》2018,18(9):1245-1254
Aims: Exercise combined with adipose tissue lipolytic inhibition augments intramuscular lipid and glycogen use in type 2 diabetes patients. The present study investigates the impact of adipose tissue lipolytic inhibition during exercise on subsequent postprandial glycemic control in type 2 diabetes patients.Methods: Fourteen male type 2 diabetes patients (age 65?±?2 years, HbA1c 6.7?±?0.1% (50?±?2?mmol/mol)) participated in a double-blind placebo-controlled randomized cross-over study in which subjects performed endurance-type exercise after being administered 250?mg of a nicotinic acid analogue (acipimox; ACP) or a placebo (PLA). A control experiment was included in which no exercise was performed (CON).Results: Sixty minutes of endurance-type exercise (at 45% Wpeak) did not significantly lower circulating plasma glucose and insulin excursions in PLA when compared with CON (P?=?.300). Acipimox administration strongly reduced circulating plasma FFA concentrations during exercise (P?.001). Circulating plasma glucose and insulin excursions were substantially lower during 7.5?h of recovery from exercise (i.e. postprandial) in ACP when compared with either CON (P?=?.041 and P?=?.002, respectively) or PLA (P?=?.009 and P?=?.001, respectively).Conclusions: Collectively, exercise with adipose tissue lipolytic inhibition reduces postprandial blood glucose and insulin excursions and, as such, further improves glycemic control in male type 2 diabetes patients. 相似文献