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991.
Paul Vermeer 《British Journal of Religious Education》2009,31(3):201-211
This article considers the desirability and legitimacy of denominational schools from the perspective of socialisation theory. It examines the popular criticism that nowadays the common reason for the existence of denominational schools – the religious socialisation of children – is endorsed by a dwindling number of parents, which renders the existence of these schools obsolete. It is shown, however, that this popular criticism is based on a traditional understanding of religious socialisation as the transmission of faith. Counter to this traditional understanding, the article presents a more modern conception of socialisation as personality development. On the basis of this interpretation of socialisation, the pedagogical function of denominational schools is reconsidered. It is argued that the pedagogical task of denominational schools today is not so much to transmit faith but rather to facilitate the formation of personal identity as a core aspect of contemporary socialisation processes. 相似文献
992.
In this study, we compared 12 statistical strategies proposed for selecting loglinear models for smoothing univariate test score distributions and for enhancing the stability of equipercentile equating functions. The major focus was on evaluating the effects of the selection strategies on equating function accuracy. Selection strategies' influence on the estimation of cumulative test score distributions was also assessed. The results of this simulation study differentiate the selection strategies and define the situations where their use has the most important implications for equating function accuracy. The recommended strategy for estimating test score distributions and for equating is AIC minimization. 相似文献
993.
The purpose of this study was to develop a peer helping training program for university students in Turkey and to examine
its effectiveness in improving the helping skills and self-growth of peer helpers. A pre-test, post-test, follow-up-test experimental
design, involving a treatment and control group, was carried out with a total sample of 31 undergraduate participants. Results
indicate that there was a significant difference between treatment and control groups in specific measures of empathic and
reflection skills, but not in communication skills as a general measure. Significant improvements also were found in the treatment
group participants` self-esteem and self-acceptance in regard to time. 相似文献
994.
David L. Cede?o Marjorie A. Jones Jon A. Friesen Mark W. Wirtz Luz Amalia Ríos Gonzalo Taborda Ocampo 《Journal of Science Education and Technology》2010,19(5):434-437
At the Universidad de Caldas, Manizales, Colombia, we used their new computer facilities to introduce chemistry graduate students
to biochemical database mining and quantum chemistry calculations using freeware. These hands-on workshops allowed the students
a strong introduction to easily accessible software and how to use this software to begin to explore computer modeling. Each
workshop was scheduled for 2 h and each included a tutorial exercise to familiarize the students with the main menus and features
of the software. In addition, accompanying lectures and practical laboratory sections were provided. Both courses were taught
in Spanish although the written instructions were in English. This was not a problem since these students have a comfort level
with reading English. Student feedback following these workshops was highly enthusiastic and positive. This international
collaborative will impact both the teaching and research goals for this cohort of graduate students. 相似文献
995.
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect
of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors
developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy.
Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were
the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several
teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables,
make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the
accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance
indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it
had no significant effect on students’ attitudes toward Newton’s third law. 相似文献
996.
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what
types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics
of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth,
seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this
study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer
epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge
of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a
four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses
revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES.
Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed
to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological
beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study.
It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. 相似文献
997.
998.
The purpose of this study is to examine the effect of creative drama-based instruction on seventh graders’ science achievements
in the ecology and matter cycles unit and their attitudes toward science. The study is an experimental study carried out in
one of the public elementary schools in Turkey during 2005–2006 schooling year. An ecological concept achievement test was
developed and administered to 45 students in two classes (as control and experimental group) of an elementary school before
and after the treatment. The experimental group received creative drama-based instruction and the control group received traditional
instruction. A guiding instruction material which contains six lesson plans in the subject was constructed for the teacher
to administer creative drama-based instruction. The topics of ecosystems and matter cycles were taught to the both of groups
for 3 weeks. A science attitude test was administered to both groups before and after the treatment. The results revealed
a statistically significant difference between the mean scores of the both groups with respect to achievement in the ecology
concepts and median of the attitudes toward science in favour of the experimental group after the treatment. 相似文献
999.
Paul J. Bischoff Leanne Avery Constance Feldt Golden Paul French 《Journal of Science Teacher Education》2010,21(4):411-429
The purpose of this study was to investigate the development of preservice science teachers’ knowledge structures in the domain
of oxidation and reduction chemistry. Knowledge structures were elicited through video-recorded semi-structured interviews
before and after the unit of instruction, and analyzed using a visual flow map representation. Paralleling these interviews,
the preservice teachers were tasked with diagnosing middle school students’ scientific understandings. Data analyzed quantitatively
and qualitatively showed large variation in knowledge structure complexity across the preservice teachers, strong correlations
between measures of knowledge structure and diversity (as defined by the Shannon Wiener diversity index), and the development
of more balanced knowledge structure representations. For most preservice teachers, their diagnostic scores of the middle
school students showed a small increase. 相似文献
1000.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献