全文获取类型
收费全文 | 1491篇 |
免费 | 18篇 |
专业分类
教育 | 1096篇 |
科学研究 | 51篇 |
各国文化 | 18篇 |
体育 | 203篇 |
综合类 | 3篇 |
文化理论 | 11篇 |
信息传播 | 127篇 |
出版年
2022年 | 6篇 |
2021年 | 22篇 |
2020年 | 18篇 |
2019年 | 44篇 |
2018年 | 59篇 |
2017年 | 56篇 |
2016年 | 63篇 |
2015年 | 37篇 |
2014年 | 45篇 |
2013年 | 368篇 |
2012年 | 39篇 |
2011年 | 41篇 |
2010年 | 26篇 |
2009年 | 42篇 |
2008年 | 41篇 |
2007年 | 38篇 |
2006年 | 34篇 |
2005年 | 39篇 |
2004年 | 28篇 |
2003年 | 33篇 |
2002年 | 26篇 |
2001年 | 16篇 |
2000年 | 28篇 |
1999年 | 16篇 |
1998年 | 16篇 |
1997年 | 22篇 |
1996年 | 16篇 |
1995年 | 14篇 |
1994年 | 21篇 |
1993年 | 19篇 |
1992年 | 15篇 |
1991年 | 19篇 |
1990年 | 13篇 |
1989年 | 12篇 |
1988年 | 15篇 |
1987年 | 8篇 |
1986年 | 11篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1983年 | 11篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 9篇 |
1979年 | 9篇 |
1978年 | 12篇 |
1977年 | 6篇 |
1976年 | 10篇 |
1974年 | 10篇 |
1973年 | 6篇 |
1967年 | 6篇 |
排序方式: 共有1509条查询结果,搜索用时 0 毫秒
21.
Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant... 相似文献
22.
Corina J. Logan Alexis J. Breen Alex H. Taylor Russell D. Gray William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28
New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter. 相似文献
23.
24.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
25.
In two experiments, a recently devised mnemonic strategy was examined in the context of college students recalling the theme and contents of various paintings. With the painting-artist mnemonic strategy: (a) the artist's name is first recoded as a more concrete proxy; and (b) the recoded stimulus is then related to a prominent feature of the painting. Previous research has demonstrated that such a strategy enhances students' recall of artist names when cued with the associated paintings. The present study extends those findings by demonstrating that the strategy similarly facilitates students' recall of paintings and painting information when cued with the associated artist names. Of three different mnemonic variations included, one that incorporates a verbally described mnemonic interaction into the painting proved most effective. Suggestions for future research and educational implications are included in the discussion. 相似文献
26.
Emily Warren Leonardo Bevilacqua Charles Opondo Elizabeth Allen Anne Mathiot Grace West Farah Jamal Russell Viner Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers. 相似文献
27.
28.
Mike Zapp 《Globalisation, Societies & Education》2019,17(2):231-260
Much recent research stresses the increasing relevance of international organisations (IOs) for national education policymaking. Yet, IOs’ curriculum recommendations have remained largely out of scope, although they provide a forceful example of ‘soft’ governance. Based on a content analysis of 83 documents from 42 inter/-nongovernmental, global and regional organisations involved in international education networks between 1990 and 2015, this paper identifies an expansive field of IOs directing growing attention to such curricular issues as student needs, educational goals and content, as well as issues of teaching and learning. In line with much cross-national curriculum research, analysis provides evidence for the trend towards a global curriculum model stressing empowerment, individual agency and psychosocial development. The article argues that the strong focus on human capabilities and human capital in IOs’ curriculum policies reflects wider cultural transformations in contemporary world society. The article concludes by arguing for an expanded analytical scope of IOs’ educational work and a reconsideration of causal explanations in curriculum theories. 相似文献
29.
30.
Stellingwerff T Boit MK Res PT;International Association of Athletics Federations 《Journal of sports sciences》2007,25(Z1):S17-S28
Middle-distance athletes implement a dynamic continuum in training volume, duration, and intensity that utilizes all energy-producing pathways and muscle fibre types. At the centre of this periodized training regimen should be a periodized nutritional approach that takes into account acute and seasonal nutritional needs induced by specific training and competition loads. The majority of a middle-distance athlete's training and racing is dependant upon carbohydrate-derived energy provision. Thus, to support this training and racing intensity, a high carbohydrate intake should be targeted. The required energy expenditure throughout each training phase varies significantly, and thus the total energy intake should also vary accordingly to better maintain an ideal body composition. Optimizing acute recovery is highly dependant upon the immediate consumption of carbohydrate to maximize glycogen resynthesis rates. To optimize longer-term recovery, protein in conjunction with carbohydrate should be consumed. Supplementation of beta-alanine or sodium bicarbonate has been shown to augment intra- and extracellular buffering capacities, which may lead to a small performance increase. Future studies should aim to alter specific exercise (resistance vs. endurance) and/or nutrition stimuli and measure downstream effects at multiple levels that include gene and molecular signalling pathways, leading to muscle protein synthesis, that result in optimized phenotypic adaptation and performance. 相似文献