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151.
Hannu Räty Katri Komulainen Tuuli Paajanen Mia Markkanen Nina Skorokhodova Vadim Kolesnikov 《Educational studies》2012,38(5):573-586
This study sets out to examine Finnish and Russian children’s representations of intellectual competence as contextualised in the hierarchies of abilities, age and gender. Finnish and Russian pupils, aged 11–12?years, were asked to draw pictures of an intelligent person and an ordinary person. It was found that gender appearance of intelligent men and women was less heterosexual than that of ordinary men and women. In Russian pictures, the intelligent characters, especially women, were widely separated from the ordinary ones in terms of cognitive-mental features. In Finnish depictions, the differentiation between the intelligent and ordinary characters, especially women, was not so categorical and was primarily based on status. It appears that Russian children are apt to relate their representations of intellectual ability to the institutionalised systems of cognitive competence, education and science, whereas Finnish children associate intelligence to social success as well. Further, cultural and gender-related hierarchies of age seemed to reflect in the children’s images. 相似文献
152.
Liisa Postareff Viivi Virtanen Nina Katajavuori Sari Lindblom-Ylänne 《Studies in Educational Evaluation》2012,38(3-4):84-92
The present study focuses; firstly, on analysing academics’ conceptions of the purpose of assessment; secondly, on their assessment practices; and thirdly, on the relationship between their conceptions and practices. The data consisted of interviews with 28 pharmacy teachers. The analysis resulted in a continuum of categories of conceptions, from reproductive conceptions with an emphasis on measuring the reproduction of correct information, to more transformational conceptions with an emphasis on the development of students’ thinking and understanding. Although broad variation in assessment practices was recognised, teachers mostly described the use of traditional forms of assessment. Analysis of the relationship between conceptions and practices revealed high consistency between conceptions and practices. 相似文献
153.
本研究以小学五年级学生为被试,经过12周的快速阅读训练,使学生初步掌握快速阅读训练的技能,据此探索快速阅读训练和阅读方式(先看文章再回答问题、先看问题再读文章)对小学生阅读效果的影响。结果发现:第一,快速阅读训练可显著减少学生的总阅读时间、提高阅读速度,但不影响阅读理解率;第二,先看问题再读文章的阅读方式在主旨题目的理解率上有其独特优势;第三,阅读方式和快速阅读训练在学生阅读效果上不存在交互作用,即两者不存在相互影响的问题。 相似文献
154.
Renata M. Collares Luiza V. S. Miklasevicius Mariana M. Bassaco Nina P. G. Salau Marcio A. Mazutti Dilson A. Bisognin Lisiane M. Terra 《Journal of Zhejiang University. Science. B》2012,13(7):579-586
This work evaluates the enzymatic hydrolysis of starch from cassava using pectinase, α-amylase, and amyloglucosidase. A central composite rotational design (CCRD) was carried out to evaluate the effects of amyloglucosidase, pectinase, reaction time, and solid to liquid ratio. All the experiments were carried out in a bioreactor with working volume of 2 L. Approximately 98% efficiency hydrolysis was obtained, resulting in a concentration of total reducing sugar released of 160 g/L. It was concluded that pectinase improved the hydrolysis of starch from cassava. Reaction time was found to be significant until 7 h of reaction. A solid to liquid ratio of 1.0 was considered suitable for hydrolysis of starch from cassava. Amyloglucosidase was a significant variable in the process: after its addition to the reaction media, a 30%–50% increase in the amount of total reducing sugar released was observed. At optimal conditions the maximum productivity obtained was 22.9 g/(L·h). 相似文献
155.
Beth Auten Hannah F. Norton Michele R. Tennant Mary E. Edwards Nina Stoyan-Rosenzweig Matthew Daley 《Medical reference services quarterly》2013,32(3):266-289
In an effort to reach out to library users and make the library a more relevant, welcoming place, the University of Florida's Health Science Center Library hosted exhibits from the National Library of Medicine's (NLM) Traveling Exhibition Program. From 2010 through 2012, the library hosted four NLM exhibits and created event series for each. Through reflection and use of a participant survey, lessons were learned concerning creating relevant programs, marketing events, and forming new partnerships. Each successive exhibit added events and activities to address different audiences. A survey of libraries that have hosted NLM exhibits highlights lessons learned at those institutions. 相似文献
156.
Abstract Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model. 相似文献
157.
158.
Marianne Foss Mortensen 《International Journal of Science Education》2013,35(4):517-545
Research pertaining to science museum exhibit design tends to be articulated at a level of generality that makes it difficult to apply in practice. To address this issue, the present study used a design‐based research approach to understand the educational potential of a biology exhibit. The exhibit was considered an educational environment which embodied a certain body of biological knowledge (Biological Organisation) in a certain exhibit type (Museographic Organisation) with the intention of creating certain learning outcomes among visitors. The notion of praxeology was used to model intended and observed visitor outcomes, and the pattern of relationship between the two praxeologies was examined to pinpoint where and how divergences emerged. The implications of these divergences are discussed at the three levels of exhibit enactment, design, and conjecture, and theoretically based suggestions for a design iteration are given. The potential of the design‐based research approach for educational exhibit design is argued. 相似文献
159.
Behavioural problems in schools have been a topic of political debate in Denmark recently. The last time the topic was in the news was before the establishing of special educational provisions for pupils with social and emotional disorders in the 1960s. As a result of the recent debate, a national survey was made. It shows that the incidence of serious problems is 10 per cent. Comparisons with earlier studies indicate that there is an increase in behavioural problems during the first years of primary schooling. A multivariate analysis shows that pupils gender, the degree of urbanization, teacher experience and geographical location are significant predictors of disturbance, while school size, class size, teacher age and gender are insignificant. 相似文献
160.
This study investigates the influence of hands-on activities on students’ interest. We researched whether students with experience
in specific hands-on activities show higher interest in these activities than students without experience. Furthermore, the
relationship between the quality of the hands-on experience and interest in the respective activity was examined. In total,
28 typical hands-on activities of biology education were considered. The activities were divided into the categories experimentation,
dissection, work with microscopes, and classification. A total of 141 students from the 11th grade completed questionnaires
on interest in the hands-on activities, their experience with each activity, and the quality of the respective experience.
Students’ interest in experimenting, working with microscopes, dissecting and classifying tends to benefit from performing
hands-on activities. However, findings indicated that the performance of various hands-on activities can influence students’
interest differently. For seven hands-on activities, we identified a positive effect of hands-on experience on interest, while
in one case, practical work appeared to have influenced students’ interest negatively. However, for most hands-on activities,
no effect of experience on interest was found. The quality of hands-on experiences showed positive correlations with interest
in the respective hands-on activities. Therefore, this paper argues in favour of designing biology lessons that allow for
experiences with hands-on activities that also interest students. Our findings underline the necessity of investigating the
effects of various hands-on activities in a differentiated manner. 相似文献