全文获取类型
收费全文 | 1058篇 |
免费 | 28篇 |
国内免费 | 2篇 |
专业分类
教育 | 833篇 |
科学研究 | 64篇 |
各国文化 | 23篇 |
体育 | 78篇 |
文化理论 | 7篇 |
信息传播 | 83篇 |
出版年
2023年 | 7篇 |
2021年 | 16篇 |
2020年 | 25篇 |
2019年 | 33篇 |
2018年 | 45篇 |
2017年 | 48篇 |
2016年 | 57篇 |
2015年 | 25篇 |
2014年 | 46篇 |
2013年 | 251篇 |
2012年 | 26篇 |
2011年 | 40篇 |
2010年 | 30篇 |
2009年 | 32篇 |
2008年 | 29篇 |
2007年 | 32篇 |
2006年 | 21篇 |
2005年 | 23篇 |
2004年 | 24篇 |
2003年 | 16篇 |
2002年 | 19篇 |
2001年 | 13篇 |
2000年 | 14篇 |
1999年 | 11篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 14篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 7篇 |
1990年 | 5篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 9篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 4篇 |
1980年 | 7篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1967年 | 4篇 |
排序方式: 共有1088条查询结果,搜索用时 306 毫秒
111.
This study investigated eighth-grade science students’ (13–14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students’ perceptions of vocabulary knowledge, students’ perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students’ perceptions of vocabulary knowledge were compared before and after instruction to see whether students believed they gained knowledge and the ability to explain categories of technical science terms. Students’ perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed the literacy approaches were important for their developing science knowledge. In addition, students’ content achievement was compared to a national data set. Students in this study outperformed a national data set on all content knowledge items assessed. Students’ perceptions of their knowledge and vocabulary and reading strategies were congruent with their content achievement. This study is one of the first to highlight the pivotal role students’ perception of vocabulary knowledge and vocabulary and reading strategies plays in science content learning. 相似文献
112.
Snyder J Brooker M Patrick MR Snyder A Schrepferman L Stoolmiller M 《Child development》2003,74(6):1881-1898
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls. 相似文献
113.
Patrick R. McGuire Mable Kinzie Kateri Thunder Robert Berry 《Early education and development》2016,27(1):89-109
Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. 相似文献
114.
115.
Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990. 相似文献
116.
117.
Conclusion While the FBMP has had to go through many of the growing pains that often come with a new program, it is continuing to develop
to meet the changing needs that teachers have in regards to both technology training and implementing technology-infused lessons
within their daily classroom activities. As uncertified teachers work toward their particular subject area credentials, they
are also working to develop the skills that will make them into the types of teachers that will be better able to help their
students experience many of the technological advancements that may provide them with the skills necessary to compete in an
ever-changing marketplace. While the goal is to create a teaching staff grounded in the belief and understanding that technology
has the potential to fundamentally change how teachers teach and students learn, the FBMP recognizes the fact that teachers
themselves are all moving on their own integration continuum. Some are just starting to become familiar with different technological
applications, and others are already manipulating technology and using it effectively to benefit their own subject area lessons.
Helping teachers move along this continuum is the overarching goal of the program, and by providing a systematic structure
for both training and support, the FBMP is working to revamp the educational process in Brunswick County and ultimately raise
the standards of both teachers and students across the County as a whole. 相似文献
118.
119.
This study assessed the relationship between the frequency of college students' informal nonclassroom contact with faculty for each of six purposes and their generalized perceptions of instructional quality. Two factorially derived components of instructional quality (based on a 14-item instrument) were used as the dependent variables in two regressions on the six types of contact. The frequency of contacts for discussing intellectual or course-related matters and for discussing a campus issue or problem made statistically significant and unique contributions in predicting students' perceptions of instructor concern and ability.An earler version of this paper was presented to the annual conference of the American Educational Research Association, Boston, April 1980. 相似文献
120.
Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献