全文获取类型
收费全文 | 2978篇 |
免费 | 55篇 |
国内免费 | 4篇 |
专业分类
教育 | 2429篇 |
科学研究 | 75篇 |
各国文化 | 41篇 |
体育 | 114篇 |
文化理论 | 15篇 |
信息传播 | 363篇 |
出版年
2022年 | 10篇 |
2021年 | 24篇 |
2020年 | 48篇 |
2019年 | 68篇 |
2018年 | 89篇 |
2017年 | 113篇 |
2016年 | 87篇 |
2015年 | 75篇 |
2014年 | 73篇 |
2013年 | 760篇 |
2012年 | 73篇 |
2011年 | 94篇 |
2010年 | 76篇 |
2009年 | 79篇 |
2008年 | 84篇 |
2007年 | 84篇 |
2006年 | 75篇 |
2005年 | 72篇 |
2004年 | 70篇 |
2003年 | 59篇 |
2002年 | 63篇 |
2001年 | 48篇 |
2000年 | 49篇 |
1999年 | 37篇 |
1998年 | 34篇 |
1997年 | 53篇 |
1996年 | 36篇 |
1995年 | 38篇 |
1994年 | 37篇 |
1993年 | 33篇 |
1992年 | 34篇 |
1991年 | 30篇 |
1990年 | 22篇 |
1989年 | 25篇 |
1988年 | 25篇 |
1987年 | 15篇 |
1986年 | 25篇 |
1985年 | 26篇 |
1984年 | 23篇 |
1983年 | 25篇 |
1982年 | 20篇 |
1981年 | 15篇 |
1980年 | 24篇 |
1979年 | 20篇 |
1978年 | 26篇 |
1977年 | 20篇 |
1976年 | 17篇 |
1973年 | 11篇 |
1970年 | 9篇 |
1969年 | 11篇 |
排序方式: 共有3037条查询结果,搜索用时 0 毫秒
41.
42.
43.
Mary M. Atwater 《科学教学研究杂志》1996,33(8):821-837
This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc. 相似文献
44.
45.
Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement. 相似文献
46.
47.
48.
49.
50.
Cultural Studies of Science Education - The retention of underrepresented students remains a significant challenge in the STEM (Science, Technology, Engineering and Math) disciplines. A broad range... 相似文献