全文获取类型
收费全文 | 1124篇 |
免费 | 28篇 |
专业分类
教育 | 863篇 |
科学研究 | 14篇 |
各国文化 | 16篇 |
体育 | 66篇 |
文化理论 | 5篇 |
信息传播 | 188篇 |
出版年
2023年 | 16篇 |
2022年 | 14篇 |
2021年 | 26篇 |
2020年 | 35篇 |
2019年 | 60篇 |
2018年 | 58篇 |
2017年 | 71篇 |
2016年 | 57篇 |
2015年 | 33篇 |
2014年 | 48篇 |
2013年 | 270篇 |
2012年 | 38篇 |
2011年 | 38篇 |
2010年 | 37篇 |
2009年 | 35篇 |
2008年 | 24篇 |
2007年 | 25篇 |
2006年 | 35篇 |
2005年 | 16篇 |
2004年 | 15篇 |
2003年 | 15篇 |
2002年 | 19篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 12篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1987年 | 6篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1974年 | 4篇 |
1973年 | 5篇 |
1972年 | 5篇 |
1971年 | 4篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 4篇 |
1966年 | 4篇 |
1964年 | 3篇 |
1961年 | 2篇 |
排序方式: 共有1152条查询结果,搜索用时 15 毫秒
71.
72.
73.
The purpose of this initial predictive validity study was to determine the ability of measures derived from the Athletes' Perceptions of Coaching Competency Scale II?-?High School Teams (APCCS II-HST) to predict satisfaction with the head coach. Specification of the statistical model was informed by the mediational model of coach-athlete interactions. The technical quality of the satisfaction measure was evaluated before testing the predictive validity of the coaching competency measures. Data were collected from athletes of seven sports. Athlete observations (N?=?748) were clustered within teams (G?=?74). Multi-group confirmatory factor analyses (CFA) provided evidence for factorial invariance of a reduced version of the satisfaction measure by athlete gender. Multi-level CFA provided evidence of model-data consistency for a reduced version of the satisfaction measure. Multi-level structural equation modelling provided evidence for the ability of latent coaching competency to positively predict latent satisfaction at both the athlete level (technique competency and motivation competency) and the team level (coaching competency) and for close model-data fit. Implications of this study include: that the APCCS II-HST should be viewed as a replacement for the Coaching Competency Scale when the intended population is appropriate; a preliminary multi-level measurement model for satisfaction with one's coach that should be considered as a potential starting point in subsequent studies; and empirical support for a key relationship proposed in the mediational model of coach-athlete interactions. 相似文献
74.
Jay A. Bostwick Isaac Wade Calvert Jenifer Francis Melissa Hawkley Curtis R. Henrie Frederick R. Hyatt Janeel Juncker Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582
Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature. 相似文献
75.
Gregory Trevors Melissa Duffy Roger Azevedo 《Educational technology research and development : ETR & D》2014,62(5):507-528
Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed. 相似文献
76.
Donna Farland-Smith Kevin Finson William J. Boone Melissa Yale 《Journal of Science Teacher Education》2014,25(3):355-366
Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists. 相似文献
77.
78.
79.
It has been 20 years since Robert J. Bursik Jr. published his seminal article outlining some of the problems and prospects in the social disorganization perspective on crime and delinquency. In this study, we review the content of approximately 200 published articles that cite Bursik’s 1988 piece. These studies are systematically examined in terms of their efforts to overcome the problems and pursue the prospects that Bursik outlined. In addition to content analysis, we survey the authors who cite this work. That is, we gather data from the authors directly to assess the influence of Bursik’s article on their own published work. Our research finds that Bursik’s work played a significant role in the revitalization and expansion of social disorganization theory. 相似文献
80.