全文获取类型
收费全文 | 3591篇 |
免费 | 68篇 |
国内免费 | 2篇 |
专业分类
教育 | 2737篇 |
科学研究 | 172篇 |
各国文化 | 29篇 |
体育 | 434篇 |
文化理论 | 69篇 |
信息传播 | 220篇 |
出版年
2023年 | 33篇 |
2022年 | 55篇 |
2021年 | 80篇 |
2020年 | 134篇 |
2019年 | 202篇 |
2018年 | 271篇 |
2017年 | 268篇 |
2016年 | 203篇 |
2015年 | 132篇 |
2014年 | 117篇 |
2013年 | 788篇 |
2012年 | 136篇 |
2011年 | 102篇 |
2010年 | 92篇 |
2009年 | 98篇 |
2008年 | 85篇 |
2007年 | 75篇 |
2006年 | 76篇 |
2005年 | 61篇 |
2004年 | 54篇 |
2003年 | 51篇 |
2002年 | 37篇 |
2001年 | 38篇 |
2000年 | 24篇 |
1999年 | 27篇 |
1998年 | 25篇 |
1997年 | 26篇 |
1996年 | 31篇 |
1995年 | 28篇 |
1994年 | 29篇 |
1993年 | 19篇 |
1992年 | 16篇 |
1991年 | 16篇 |
1990年 | 18篇 |
1989年 | 23篇 |
1988年 | 21篇 |
1987年 | 15篇 |
1986年 | 8篇 |
1985年 | 7篇 |
1984年 | 13篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1979年 | 11篇 |
1978年 | 7篇 |
1977年 | 7篇 |
1976年 | 8篇 |
1975年 | 9篇 |
1974年 | 7篇 |
1971年 | 6篇 |
排序方式: 共有3661条查询结果,搜索用时 31 毫秒
921.
Cyril Rebetez Mireille Bétrancourt Mirweis Sangin Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work.
As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension
over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used
to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have
not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia,
including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory
load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with
static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the
learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention,
while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations,
the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying
in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under
which animation can benefit to learning. 相似文献
922.
Gaïd Le Maner-Idrissi Virginie Dardier Cécile Pajon Géraldine Tan-Bescond Kristell David Michel Deleau Benoit Godey 《European Journal of Psychology of Education - EJPE》2010,25(3):265-279
Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring
knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral
profound deafness to improve their use of verbal language, so that their communication skill profile resembled that of younger,
hearing children. Using conversation samples taken from videos recorded every 6 months over a 2-year period, we monitored
the development of communication skills in a group of 18 prelingually profoundly deaf children (mean implantation age, 3 years
and 5 months). Results corroborated our hypothesis that the overall communication performances of children with cochlear implants
improve, both quantitatively and qualitatively, as early as the first year post-implantation. 相似文献
923.
924.
Connecting high school physics experiences,outcome expectations,physics identity,and physics career choice: A gender study 总被引:1,自引:1,他引:0
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010 相似文献
925.
Clémentine Beauvais 《Children‘s Literature in Education》2010,41(3):251-259
This article analyses the symbolic meaning of the Moon in two bande dessinée books from the Tintin series, Hergé’s Destination Moon (Objectif Lune, 1953) and its sequel Explorers on the Moon (On a Marché sur la Lune, 1954). It argues that these two volumes stand out in the series for their graphic, narrative and philosophical emphasis on both
intellectual achievement and physical death. The Moon, as a goal of modern science and a traditional artistic symbol, is made
to celebrate the human mind. But Hergé also makes it a dangerous no man’s land, where human beings are made to understand
the limitations of their physical abilities. The Moon emphasises the distortion between human dreams of grandeur and the concrete
impossibility of their realisation, and the threats they pose to corporeality. As a result, the article suggests that the
Moon trip can be seen as a modern re-enactment of the mythological journey to Hell, as the works of the human mind are constantly
thwarted by the risk of physical death. 相似文献
926.
Adél Pásztor 《British Journal of Sociology of Education》2010,31(1):59-70
With reference to capital theories and rational choice theory, this paper aims to understand how abilities and schooling ambitions are intertwined with social class, gender and ethnicity. By drawing on 16 in‐depth interviews carried out with highly educated second‐generation Turks in the Netherlands, the paper discusses the resources, opportunities and educational attitudes of young people, together with the role of the school system and that of teachers in perpetuating ethnic inequalities in schooling, with special emphasis on gender differences in schooling ambitions. 相似文献
927.
The aim of this study is to investigate the relationship between being labelled either as having dyslexia or as having general special educational needs (SEN) and a child's self‐esteem. Seventy‐five children aged between 8 and 15 years categorised as having dyslexia (N = 26), as having general SEN (N = 26) or as having no learning difficulties (N = 23), completed an age‐appropriate version of the Culture‐Free Self‐Esteem Inventory and a standard test of reading ability. When the self‐esteem scores of the groups were compared (with the discrepancy between reading and chronological age being partialled out), it was found that the self‐esteem scores of those in the ‘general SEN’ group had significantly lower self‐esteem scores than those in both the ‘dyslexia’ group and the ‘control’ group. There was no significant difference between the self‐esteem scores of the ‘dyslexia’ and the ‘control’ group. On the basis of these findings, it is suggested that being labelled as having a general SEN may negatively affect children's self‐esteem because, unlike the label dyslexia, this label offers very little in the way of an explanation for the child's academic difficulties and because targeted interventions are not as available for those with a less specific label. 相似文献
928.
929.
930.