全文获取类型
收费全文 | 3664篇 |
免费 | 77篇 |
国内免费 | 4篇 |
专业分类
教育 | 2914篇 |
科学研究 | 114篇 |
各国文化 | 51篇 |
体育 | 173篇 |
文化理论 | 21篇 |
信息传播 | 472篇 |
出版年
2021年 | 28篇 |
2020年 | 47篇 |
2019年 | 87篇 |
2018年 | 106篇 |
2017年 | 126篇 |
2016年 | 93篇 |
2015年 | 91篇 |
2014年 | 86篇 |
2013年 | 922篇 |
2012年 | 91篇 |
2011年 | 115篇 |
2010年 | 94篇 |
2009年 | 107篇 |
2008年 | 106篇 |
2007年 | 93篇 |
2006年 | 90篇 |
2005年 | 80篇 |
2004年 | 80篇 |
2003年 | 72篇 |
2002年 | 80篇 |
2001年 | 59篇 |
2000年 | 57篇 |
1999年 | 43篇 |
1998年 | 65篇 |
1997年 | 62篇 |
1996年 | 44篇 |
1995年 | 43篇 |
1994年 | 46篇 |
1993年 | 52篇 |
1992年 | 43篇 |
1991年 | 39篇 |
1990年 | 33篇 |
1989年 | 31篇 |
1988年 | 29篇 |
1987年 | 19篇 |
1986年 | 35篇 |
1985年 | 42篇 |
1984年 | 31篇 |
1983年 | 33篇 |
1982年 | 33篇 |
1981年 | 30篇 |
1980年 | 31篇 |
1979年 | 30篇 |
1978年 | 26篇 |
1977年 | 26篇 |
1976年 | 21篇 |
1975年 | 12篇 |
1974年 | 13篇 |
1973年 | 14篇 |
1971年 | 12篇 |
排序方式: 共有3745条查询结果,搜索用时 15 毫秒
71.
Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems. 相似文献
72.
73.
74.
This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction. 相似文献
75.
Jean S. Hendry 《Learning & behavior》1982,10(4):476-482
The effects of compounding two conditioned stimuli (CSs), each of which had been extinguished to varying degrees in different groups of rats given identical acquisition training, was examined within the conditioned emotional response paradigm. Greater suppression to the compound than to the individual CSs was observed following 6, 12, 48, 72, and 96 stimulus extinction trials, although after only 12 extinction trials suppression to the individual stimuli was no longer observed. The amount of compound suppression decreased progressively as the number of extinction trials increased until, after 120 extinction trials on each stimulus, the compound no longer elicited observable suppression. Control group data indicated that the observed summation effect could not be attributed to disinhibition. The possible role of the summation of undetected excitation in studies examining configurai conditioning, avoidance conditioning and reinstatement is discussed briefly. 相似文献
76.
Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms 总被引:1,自引:0,他引:1
In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes. 相似文献
77.
78.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
79.
Cathryn L. Booth Jean F. Kelly Susan J. Spieker Tracy G. Zuckerman 《Early education and development》2003,14(1):83-100
Attachment relationships of toddlers (N = 45) to their child-care providers were investigated. Children's behaviors with their mothers were observed at home at 24 months and with their child-care providers at 26 months. Attachment Q-Sort procedures were used at home (90 items) and in child care (78 items); the latter yielded a 15-item Safe and Secure Scale describing the safe haven and secure base functions of attachment relationships in child care—being able to (a) seek and receive positive attention, (b) feel safe and protected, (c) receive support for exploration, (d) receive consolation when distressed, and (e) seek and accept assistance. Independent observational measures of child-care quality also were obtained at 24 months. As hypothesized, the Safe and Secure Scale was related to proximal rather than distal indicators of child-care quality, and it was a stronger measure than the child-caregiver Q-security score that was based on all 78 items. Child-mother and child-caregiver security were significantly related. 相似文献
80.
The primary purpose of this research was to examine the construct validity of the Child Abuse Potential Inventory by comparing maltreating and high-risk parents' CAP Inventory abuse scores to their behavior during interactions with their children. A second purpose was to determine the degree to which CAP Inventory scores and parenting behavior were related to several known correlates of abuse, as measured by parent and teacher reports. Participants (n = 41) included abusive and high-risk parents and their children referred to a treatment group. Correlational analyses revealed that CAP Inventory scores and observed parenting style yielded highly related findings, supporting construct validity of the CAP Inventory. However, the CAP Inventory and observed behavior index showed a different pattern of relationships to the risk correlates. Implications for assessment of risk status are discussed and recommendations are provided for continued research. 相似文献