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881.
In Experiment 1, rats foraged for food in six successive phases with 8, 16, 24, 32, 40, and 48 arms attached in random locations to a large radial maze. The percentage of novel choices appeared to be determined more by spatial proximity than by number of arms. In Experiment 2, rats foraged for food in four successive phases with 8, 16, 24, and 48 arms attached to the maze in spread-out or tight configurations. Performance was poor in the tight configurations regardless of the number of arms. Performance was excellent in the 8-arm spread-out condition but declined as 16 and, then again, 24 arms were added. Thus, spatial separation, not number of locations, was the chief determinant of performance in the first two experiments. In Experiment 3, in successive phases, 8, 16, 24, 32, 40, 48, 16, and 8 food towers were set in a circle on the floor, with the spatial separation between adjacent towers held constant at 33 cm. The percentage of novel choices declined as 8 towers became 16 and did not change again with 24, 32, 40, or 48 towers in place but then increased again as 16 towers became 8. In Experiment 4, in successive phases, 8, 16, 24, and 32 food towers were set in a circle, with the spatial separation between adjacent towers held constant at 66 cm. The percentage of novel choices declined as 8 towers became 16 and again as 16 towers became 24 but did not decline further. These data were discussed in terms of the fundamental problems posed by variations in the number of food locations in the pursuit of the limit of spatial memory in rats. 相似文献
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The purpose of this study was to assess the development and changes in preservice science teachers' subject matter and pedagogy knowledge structures as they proceeded through a professional teacher education program. Twelve secondary preservice science teachers were asked to create representations of their subject matter and pedagogy knowledge structures periodically (four times spanning the entirety of their subject-specific teacher education program) and participate in a videotaped interview concerning the eight knowledge structure representations immediately following student teaching. Qualitative analyses of knowledge structure representations and transcribed interviews within and between subjects were performed by one of the researchers and “blindly” corroborated by the other two researchers. Initial knowledge structure representations were typically linear and lacked coherence. Both types of knowledge structure representations were highly susceptible to change as a consequence of the act of teaching. Although there was some overlap between subject matter and pedagogy knowledge structures, they were reported to exert separate influences on classroom practice, with the pedagogy knowledge structure having primary influence on instructional decisions. Furthermore, the complexity of one's subject matter structure appeared to be a critical factor in determining whether the structure directly influences classroom practice. 相似文献
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Mark Plater 《British Journal of Religious Education》2007,29(2):169-177
The claim that Hallowe’en has been eliminated from English primary schools is tested through empirical research in south‐east England. The reasons given by teachers for their inclusion or non‐inclusion of the subject are then explored. Finally, questions are raised about the implications of the findings for children’s ongoing personal development, and proposals offered on how schools should respond. 相似文献
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Mark Holmes 《Interchange》1993,24(3):205-223
There is a legitimate place for genuine religious education within publicly supported schools in western pluralist democracies. The idea of the single common school is dead or dying in the densely populated parts of the western, English-speaking democracies. Once choice of school is conceded, then the religious school should be a central offering.Religion has a traditional place in most western democracies, eitherde jure orde facto. Further, there is evidence that religious adolescents make at least as good, and probably better, citizens than do those without religion.Finally, the idea of a consensually acceptable secular alternative based on high moral values is no longer tenable. Anything approaching a common school must be bound by minimal values not a high-level set, because there is simply no large set that is universally acceptable and agreed upon. In practice, urban, public schools serving heterogeneous clients rely heavily on exactly such a minimal set. 相似文献
889.
Mark Warschauer 《Learning Inquiry》2007,1(1):41-49
What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms
of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial
age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent
empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to
the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.
An erratum to this article can be found at 相似文献
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