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The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem. 相似文献
114.
Silke Schworm Hans Gruber 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):272-281
University students are more responsible than school students for their own learning. The role of self‐regulated learning increases in virtual e‐learning course environments. Academic help‐seeking is an important strategy of self‐regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help‐seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help‐seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help‐seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help‐seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help‐seeking could not be reduced, however. 相似文献
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Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both Denmark and Finland, representative groups of first-year teacher education students and final-year upper-secondary students were surveyed. The collected data enabled us to characterize teacher education students in contrast to a baseline reference group of school students and to compare these differences across countries (difference-in-differences estimation). The results of our study indicate that Danish student teachers lag behind their Finnish peers in the valuation of their math skills. In addition, the average motivational profiles of Danish and Finnish teacher education students differ markedly. Implications of our findings are discussed. 相似文献
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Christina K. Limbird Jessica T. Maluch Camilla Rjosk Petra Stanat Hans Merkens 《Reading and writing》2014,27(5):945-968
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children. 相似文献
119.
Yu-jun CUI Trong Vinh DUONG Anh Minh TANG Jean-Claude DUPLA Nicolas CALON Alain ROBINET 《浙江大学学报(A卷英文版)》2013,14(4):244-255
In this study, a fouled ballast taken from the site of Sénissiat, France, was investigated. For the hydraulic behaviour, a large-scale cell was developed allowing drainage and evaporation tests to be carried out with monitoring of both suction and volumetric water content at various positions of the sample. It was observed that the hydraulic conductivity of fouled ballast is decreasing with suction increase, as for common unsaturated soils. The effect of fines content was found to be negligible. For the mechanical behaviour, both monotonic and cyclic triaxial tests were carried out using a large-scale triaxial cell. Various water contents were considered. The results were interpreted in terms of shear strength and permanent axial strain. It appeared that the water content is an important factor to be accounted for since any increase of water content or degree of saturation significantly decreases the shear strength and increases the permanent strain. Constitutive modelling has been attempted based on the experimental results. The model in its current state is capable of describing the effects of stress level, cycle number and water content. 相似文献
120.
John Sandford Eugene Pons Hans Brack Olaf Rydbeck Edward W. Ploman Bruno Vasari 《Communication Booknotes Quarterly》2013,44(6):66-68
John Sandford's The Mass Media of the German-Speaking Countries (London: Oswald Wolff; and Ames: Iowa State University Press, 1976---price not given, paper) Publizistik. Vierteljahreshefte fur Kommunikationsforschung (= subtitle, meaning Quarterly for Communication Research) Rundfunk und Fernsehen (Broadcasting and Television) Femselsen und Bildung (Television and Education) Communicatio Socialis Broadcast Receiving Fees in France, by Eugene Pons (EBU Monograph No. 7, 194 pp., 1969, 20 Swiss francs or about $5.00, paper) German Radio and Television: Organization and Economic Basis, by Hans Brack (EBU Monograph No. 6, 68 pp., 1968, 8 Sw. Fr. or about $2.00, paper) Broadcasting in the Space Age, by Olaf Rydbeck and Edward W. Ploman (EBU Monograph No. 5, 53 pp., 8 Sw. Fr. or about $2.00, paper) Advertising on Radio and Television (EBU Monograph No. 4, 37 pp., 1966, 5 Sw. Fr. or about $1.00) Financial Aspects of Broadcasting, by Bruno Vasari (EBU Monograph No. 3, 45 pp., 1965, 4 Sw. Fr. or a bit less than $1.00, paper) Television for Children and Young People, by J.D. Halloran and P.R.C. Elliott (134 pp., 1970, 10 Sw. Fr. or about $2.50, paper) Annual Seminar for Producers and Directors of Adult Education by Television (12th Seminar, 1974, 79 pp., 5 Sw. Fr. or about $1.00) Annual Seminar for Producers and Directors of School Television (11th Seminar, 1973, 79 pp., 5 Sw. Fr. or about $1.00, paper) Workshops for Producers and Directors of Television Programs for Children (4th Workshop, 1974, 48 pp., 8 Sw. Fr. or about $2.00, paper) International Forum of Light Music in Radio (1971, 1973, and 1975 editions available, 5 Sw. Fr. each or about $1.00 each, paper) The Evolution of the EBU through its Statutes from 1950 to 1976 (EBU Monograph No. 11, 1977, 25 Sw. Fr. or something over $5.00, paper) International Conference of States on the Protection of Phonograms (Paris: Unesco; and New York: Unipub, 1975---$34.75, paper) 相似文献