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981.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
982.
Based on Nonaka’s knowledge spiral, this paper examines how processes of knowledge creation contribute to success in academia.
It presents the outcomes of an in-depth exploration of the workings of the knowledge spiral in a university research institute.
The research shows the outstanding but undervalued importance of socialization processes. It also shows that, while research
success is typically defined at the interplay of the individual, group and institutional levels, in the institute that was
examined none of the four knowledge creation processes (socialization, externalization, combination and internalization) appears
to run smoothly at the institutional level. 相似文献
983.
This study examined relationships between important aspects of a university education and the assessment and development of
generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive
university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking,
interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally
found to be significantly related to scores for all four skill scales both within each discipline area and across the total
sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels.
However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment.
In addition, we found only limited evidence that students’ skill levels increased with progression through their studies,
with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary
variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications. 相似文献
984.
Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation 总被引:1,自引:0,他引:1
Valorisation is at the centre of many debates on the future of academic research. But valorisation has largely become narrowly
understood in terms of universities’ economic contributions through patenting, licensing, spin-off formation and technology
transfer. This emergent restrictive definition of universities’ societal impacts is a worrying development, overlooking the
potential of universities’ knowledge in the Humanities, Arts and Social Sciences (HASS). Our hypothesis is that HASS disciplines’
disadvantage compared to the hard sciences (lesser policy attention and funding for commercialisation) arises because HASS
stakeholders are not sufficiently salient as stakeholders to universities. Using case studies of three policy experiments,
we argue that universities’ responsiveness to stakeholders does not evolve simply and functionally but in response to the
networks of relationships in which they are situated. This has important implications for how stakeholder research is used
in higher education research, and for the design and implementation of policies to improve universities’ societal contributions. 相似文献
985.
The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean
play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text condition.
Experiment 1 demonstrated that the explanatory notes group reported a lower cognitive load and performed better in a comprehension
test than the control group when students had no prior knowledge of the text. In Experiment 2, a reverse effect occurred when
the same material was presented to a group of Shakespearean experts. Experiment 3 replicated the results of Experiment 1 using
a different Shakespearean play. The study demonstrated that the relative effectiveness of instructional conditions depended
on learner levels of expertise. In accordance with the expertise reversal effect, the benefits of guided instruction reversed
and became detrimental for learners with high prior knowledge levels. Retrospective verbal protocols indicated that the explanations
were redundant for expert readers. 相似文献
986.
This study investigated interactions between the isolated–interactive elements effect and levels of learner expertise with
first year undergraduate university accounting students. The isolated–interactive elements effect occurs when learning is
facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive
form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses
depending on the learner’s level of expertise. The results provided support for the predicted interaction with lower expertise
students benefitting from the isolated elements instructional method, while students with more expertise learned more from
the interacting elements format. 相似文献
987.
In this study, eight statistical strategies were evaluated for selecting the parameterizations of loglinear models for smoothing the bivariate test score distributions used in nonequivalent groups with anchor test (NEAT) equating. Four of the strategies were based on significance tests of chi-square statistics (Likelihood Ratio, Pearson, Freeman-Tukey, and Cressie-Read) and four additional strategies were based on different evaluations of the Likelihood Ratio Chi-Square statistic (Akaike Information Criterion, Bayesian Information Criterion, Consistent Akaike Information Criterion, and an index traced to Goodman). The focus was the implications of the selection strategies' selection tendencies for the accuracy of chained and poststratification equating functions. The results differentiated the strategies in terms of their tendencies to select models with particular bivariate parameterizations and the implications of these tendencies for equating bias and variability . 相似文献
988.
The relative effects of group size on reading progress of older students with reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
989.
Paul Black Christine Harrison Jeremy Hodgen Bethan Marshall Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232
This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments. 相似文献
990.