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Pat Cryer 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(1):83-89
This article is based on work begun during the HERMES project, 'Higher Education Resource Materials: Evaluation and Service', January 1978–December 1979, a project to support the training and development of lecturers in universities and polytechnics through resource materials. Part A examines the discrepancy between availability of and demand for such materials, and comes to conclusions regarding the types and topics where the need is greatest. Part B examines factors which characterize productions used outside the authors' own institutions. In conclusion, the article describes how the findings are being implemented by a working group of the Society for Research into Higher Education. 相似文献
214.
Pat Fung Mike Brayshaw Benedict Du Boulay Mark Elsom-Cook 《Instructional Science》1990,19(4-5):311-336
A series of novice programmers' misconceptions of Prolog flow-of-control and variable unification are identified on the basis of existing empirical evidence, and informal observation. This classification is intended to serve as a first pass attempt towards an understanding of these errors and as a basis for future empirical work. 相似文献
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216.
James D. Laney Dean K. Frerichs Linda P. Frerichs Luke K. Pat 《Early education and development》1996,7(3):253-276
Empirical studies have shown the positive effects of combining cooperative and mastery learning methods on mathematics achievement higher order questioning skills, and originality, but little is known, at present, about the effects of cooperative-mastery learning in other subject areas or on other cognitive outcomes. The problem of this study was to explore the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic concepts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of one hundred-twenty students who were individually randomly assigned (using grade level as a stratification variable) to one of four treatment conditions—instruction on basic economic concepts using (1) cooperative learning, (2) mastery learning, (3) cooperative-mastery learning, or (4) a control treatment (no cooperative or mastery learning). All subjects were administered a written pretest, post-test, and delayed post-test on their understanding of economic concepts. To further probe children's understanding of economic concepts, a randomly selected sub-sample of sixty- four students was interviewed using an oral pretest, post-test, and delayed post-test. Overall, the results support the superiority of the cooperative-mastery learning method over either method alone in promoting the acquisition and retention of economic concepts. Pretest data verified the initial equivalence of groups. The cooperative-mastery learning group outperformed (a) the control group on all post-tests and delayed post-tests and (b) the cooperative learning group on all post-tests and delayed post-tests except the written post-test. By delayed post-test on the oral measure, the cooperative-mastery learning group was also outperforming the mastery learning group. As further evidence of the superiority of the cooperative-mastery learning method, the mean score of the cooperative-mastery learning group was greater than the combined mean scores of the mastery and cooperative learning groups on the oral post-test and delayed post-test. The authors suggest that the cooperative-mastery learning method is in line with current early childhood practices and has the capacity for simultaneously boosting the conceptual development and language development of young children. This capacity is said to stem from the method's provision of (a) specific, positive feedback, (b) a social context for sustained effort and involvement in a topic, (c) child-child communication exchanges, and (d) adult-child communication exchanges. 相似文献
217.
Contemporaneous and Longitudinal Prediction of Children's Social Functioning from Regulation and Emotionality 总被引:9,自引:0,他引:9
Nancy Eisenberg Richard A. Fabes Stephanie A. Shepard Bridget C. Murphy Ivanna K. Guthrie Sarah Jones Jo Friedman Rick Poulin Pat Maszk 《Child development》1997,68(4):642-664
Relations of regulation and emotionality to social functioning were examined for 77 children followed from early to middle school age. Parents and teachers reported on children's social behavior, emotionality, and regulation, and children engaged in analogue peer conflict situations (i.e., with puppets). High-quality social functioning was predicted by high regulation and low levels of nonconstructive coping, nevatige emotionality, and general emotional intensity. Prediction often was obtained across reporters and time, although prediction was strongest within context (home versus school). Moreover, measures of regulation and emotionality frequently contributed unque variance to the prediction of social functioning. Contemporaneous correlations at age 8–10 were similar to those obtained at age 6–8, and prediction of later social functioning from emotionality and regulation at age 4–6 was similar at ages 6–8 and 8–10. 相似文献
218.
Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and cultural differences in how bullying is perceived and defined. The values and norms of the culture itself strongly influence the behaviour of perpetrators. In this article, we discuss how educators and health care professionals can use this knowledge to help young people who bully develop deeper understanding of themselves and their relationships with others. 相似文献
219.
This study investigates how art teachers judge the creativity of student art work. Both conceptual and operational definitions given by teachers were studied. Furthermore, cultural exposure as measured by a teacher's exposure to non-Asian cultures, was studied to see how it might influence art teachers' judgements. Two instruments were developed for the purpose of this study. One instrument was a questionnaire designed to collect qualitative data from the respondents. The second instrument was used to measure art teachers' ratings of creativity. The data revealed that the conceptual definitions given by art teachers varied considerably. However, when asked to rate subjectively the creativity of art products, moderate agreement was reached among art teachers. Exposure to non-Asian cultures did not seem to have an effect on an art teachers' operational definition of creativity. Results of the study imply that the usefulness of the term creativity needs to be reviewed in general usage and in documents such as curricula. It would seem that there is not a clear notion among art teachers as to what constitutes creativity and a creative product. 相似文献
220.
Does father absence place daughters at special risk for early sexual activity and teenage pregnancy? 总被引:6,自引:0,他引:6
Ellis BJ Bates JE Dodge KA Fergusson DM Horwood LJ Pettit GS Woodward L 《Child development》2003,74(3):801-821
The impact of father absence on early sexual activity and teenage pregnancy was investigated in longitudinal studies in the United States (N = 242) and New Zealand (N = 520), in which community samples of girls were followed prospectively from early in life (5 years) to approximately age 18. Greater exposure to father absence was strongly associated with elevated risk for early sexual activity and adolescent pregnancy. This elevated risk was either not explained (in the US. study) or only partly explained (in the New Zealand study) by familial, ecological, and personal disadvantages associated with father absence. After controlling for covariates, there was stronger and more consistent evidence of effects of father absence on early sexual activity and teenage pregnancy than on other behavioral or mental health problems or academic achievement. Effects of father absence are discussed in terms of life-course adversity, evolutionary psychology, social learning, and behavior genetic models. 相似文献