首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   6655篇
  免费   39篇
  国内免费   4篇
教育   4437篇
科学研究   773篇
各国文化   47篇
体育   590篇
文化理论   28篇
信息传播   823篇
  2022年   42篇
  2021年   67篇
  2020年   111篇
  2019年   163篇
  2018年   190篇
  2017年   196篇
  2016年   187篇
  2015年   115篇
  2014年   154篇
  2013年   1090篇
  2012年   148篇
  2011年   149篇
  2010年   136篇
  2009年   128篇
  2008年   151篇
  2007年   150篇
  2006年   116篇
  2005年   101篇
  2004年   88篇
  2003年   93篇
  2002年   90篇
  2001年   118篇
  2000年   141篇
  1999年   127篇
  1998年   60篇
  1997年   52篇
  1996年   75篇
  1995年   69篇
  1994年   61篇
  1993年   59篇
  1992年   117篇
  1991年   102篇
  1990年   88篇
  1989年   121篇
  1988年   89篇
  1987年   79篇
  1986年   85篇
  1985年   101篇
  1984年   75篇
  1983年   75篇
  1982年   80篇
  1981年   64篇
  1980年   71篇
  1979年   75篇
  1978年   81篇
  1977年   63篇
  1976年   63篇
  1974年   54篇
  1973年   45篇
  1969年   41篇
排序方式: 共有6698条查询结果,搜索用时 19 毫秒
61.
With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named “Creative Endeavors”, as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken.  相似文献   
62.
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.  相似文献   
63.
64.
    
This article presents an account of the development and use of the Neonatal Behavioral Assessment Scale (NBAS) over the past 15 years. It deals with both the formal and informal ways in which administering the NBAS has increased our understanding of the forces for development in the newborn, of states of consciousness in the infant, of the potential for predicting from one point in development to the next, and of a clinician's opportunities to share information with parents and to participate in the enterprise of parenting. It draws attention to the value of the qualitative insights that are gained by investigators, alongside the more quantitative fruits of a research endeavor.  相似文献   
65.
  总被引:7,自引:2,他引:7  
This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.  相似文献   
66.
    
In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth – the correspondence theory, the coherence theory and the pragmatistic view on truth – they discuss the truth as ‘aletheia’ (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge.  相似文献   
67.
In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints.  相似文献   
68.
69.
70.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号