全文获取类型
收费全文 | 3661篇 |
免费 | 56篇 |
国内免费 | 5篇 |
专业分类
教育 | 2724篇 |
科学研究 | 229篇 |
各国文化 | 55篇 |
体育 | 403篇 |
综合类 | 7篇 |
文化理论 | 73篇 |
信息传播 | 231篇 |
出版年
2023年 | 34篇 |
2022年 | 69篇 |
2021年 | 98篇 |
2020年 | 151篇 |
2019年 | 224篇 |
2018年 | 289篇 |
2017年 | 272篇 |
2016年 | 251篇 |
2015年 | 173篇 |
2014年 | 196篇 |
2013年 | 796篇 |
2012年 | 190篇 |
2011年 | 127篇 |
2010年 | 92篇 |
2009年 | 88篇 |
2008年 | 79篇 |
2007年 | 76篇 |
2006年 | 45篇 |
2005年 | 55篇 |
2004年 | 51篇 |
2003年 | 43篇 |
2002年 | 46篇 |
2001年 | 28篇 |
2000年 | 22篇 |
1999年 | 10篇 |
1998年 | 20篇 |
1997年 | 10篇 |
1996年 | 27篇 |
1995年 | 15篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 13篇 |
1991年 | 9篇 |
1990年 | 11篇 |
1989年 | 12篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1975年 | 3篇 |
1970年 | 3篇 |
1960年 | 3篇 |
排序方式: 共有3722条查询结果,搜索用时 15 毫秒
991.
This article on secondary schools science laboratories in Portugal focuses on how school space functions as a pedagogical and political instrument by contributing to shape the conditions for teaching and learning dynamics. The article places the impact of changes to school layouts within the larger context of a public school renovation programme, discussing how school space functions as a pedagogical and political instrument. The focus is on science laboratories as a particular learning environment for science education. The study, conducted between 2010 and 2011 in 13 renovated schools within the framework of the Portuguese Secondary School Modernisation Programme, drew on document analysis, interviews, pupil and teacher surveys and site-specific focus groups. One of the main findings is that teachers found that science laboratories were the most controversial and debated of all the renovated learning spaces. Considering that the science laboratory layout was intended to be universal across all schools, there was little intervention by the architects responsible for the renovation of the schools. Focusing on the analysis of the decision to change the science laboratory design within the aims of the education policy, this article discusses how teachers’ criticisms were a response to some of the educational policy goals underlying the renovation of school buildings and the potential impact on science education, namely, the relationship between flexibility of space organisation and pedagogical approaches. 相似文献
992.
Contributions of print exposure to first and second grade oral language and reading in Chile 下载免费PDF全文
Katherine Strasser Daniela Vergara M. Francisca del Río 《Journal of Research in Reading》2017,40(Z1):S87-S106
This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 years) participated. Print exposure was measured with a book‐cover recognition task in first grade, and outcomes were measured both in first and second grade. Print exposure had direct effects on all outcomes in first grade and indirect effects in second grade. Effects on first grade reading comprehension were partially mediated by listening comprehension and word reading, but not vocabulary. We discuss the importance of the findings for improving reading comprehension in countries with low access to books. 相似文献
993.
Inma Rodríguez-Ardura Antoni Meseguer-Artola 《Interactive Learning Environments》2016,24(6):1030-1053
User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate the user's intention to continue e-learning. We use data collected from a large sample survey of current users in a pure e-learning environment along with objective data about their performance. The results provide support to the theoretical model. The paper further offers practical suggestions for institutions and instructors who aim to provide effective e-learning experiences. 相似文献
994.
Maria Martí Albert Bonillo Maria Claustre Jané Elisa M. Fisher Helena Duch 《Early education and development》2016,27(5):590-622
Research Findings: Supportive mother–child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother–child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother–child interactions among economically disadvantaged Latino families remains scarce and results are mixed. The current study used an ecological approach to examine the relationship between maternal cumulative risk, child developmental delay, observed and self-reported quality of the mother–child relationship, time spent in Head Start, and teachers’ and parents’ ratings of social-emotional competence among 106 Latino Head Start children and their mothers. Cumulative risk showed a negative association with observed maternal supportiveness and self-reported quality of the mother–child relationship. Cumulative risk had negative and positive indirect effects, respectively, on child social competence and problem behavior through perceived quality of the mother–child relationship. This association only occurred when parent ratings of child behavior were used. Time spent in Head Start moderated the association between observed maternal supportiveness and social competence. Practice or Policy: Implications for providers and researchers attempting to improve social-emotional competence in disadvantaged Latino children by enhancing positive and supportive parenting practice are discussed. 相似文献
995.
Alexandra Valencia-Peris José Devís-Devís Carmen Peiró-Velert 《Cultura y Educación》2016,28(2):301-327
This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys. 相似文献
996.
997.
Important announcement 相似文献
998.
For many students, school is a place that makes no sense; a place where students’ interests are not reflected in the curriculum. Using mixed methods research, we developed an instrument that identifies student interests. This instrument was applied in a pilot study that considered 10th-grade students from three schools in Santiago, Chile. We compared student interest and national curriculum for different factors and established how well aligned these are. The results reveal that private school students prefer subjects that require greater cognitive development, related to Young’s powerful knowledge. Students from voucher schools, on the other hand, prefer to develop their knowledge of the arts and physical education, both of which are subjects they tend to enjoy. These findings are coherent with Bernstein’s theories. This pattern is also repeated when comparing high-performing students with their low-performing counterparts, regardless of school type. The findings of this study not only help identify which subjects the students want to study, but also to understand the reasons behind their preferences. Understanding these reasons is key for developing a more contextualised curriculum that makes more sense to the students. 相似文献
999.
Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
1000.
Tania Ouariachi María Dolores Olvera-Lobo José Gutiérrez-Pérez Edward Maibach 《Environmental Education Research》2019,25(5):701-716
AbstractVideo games have the potential to educate and engage people—especially young people—in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semi-structured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts’ responses, we have developed a framework for climate change engagement through serious games. It consists of 15?key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes. 相似文献