全文获取类型
收费全文 | 4847篇 |
免费 | 55篇 |
国内免费 | 10篇 |
专业分类
教育 | 3645篇 |
科学研究 | 245篇 |
各国文化 | 49篇 |
体育 | 420篇 |
综合类 | 4篇 |
文化理论 | 65篇 |
信息传播 | 484篇 |
出版年
2022年 | 27篇 |
2021年 | 45篇 |
2020年 | 66篇 |
2019年 | 124篇 |
2018年 | 148篇 |
2017年 | 162篇 |
2016年 | 153篇 |
2015年 | 104篇 |
2014年 | 126篇 |
2013年 | 1008篇 |
2012年 | 134篇 |
2011年 | 140篇 |
2010年 | 153篇 |
2009年 | 141篇 |
2008年 | 153篇 |
2007年 | 150篇 |
2006年 | 119篇 |
2005年 | 101篇 |
2004年 | 110篇 |
2003年 | 81篇 |
2002年 | 102篇 |
2001年 | 71篇 |
2000年 | 109篇 |
1999年 | 77篇 |
1998年 | 77篇 |
1997年 | 65篇 |
1996年 | 77篇 |
1995年 | 59篇 |
1994年 | 72篇 |
1993年 | 65篇 |
1992年 | 54篇 |
1991年 | 71篇 |
1990年 | 52篇 |
1989年 | 51篇 |
1988年 | 41篇 |
1987年 | 49篇 |
1986年 | 47篇 |
1985年 | 45篇 |
1984年 | 50篇 |
1983年 | 39篇 |
1982年 | 32篇 |
1981年 | 38篇 |
1980年 | 32篇 |
1979年 | 27篇 |
1978年 | 32篇 |
1977年 | 41篇 |
1976年 | 29篇 |
1975年 | 24篇 |
1974年 | 26篇 |
1972年 | 15篇 |
排序方式: 共有4912条查询结果,搜索用时 0 毫秒
51.
Peter Whalley 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(3):190-204
The computer was first seen as a calculating engine, and only more recently as a way to view and manipulate the dynamic media. Now as a tool for imagining the computer allows us to explore and think 'What if?' about imagined objects and situations. In this paper an analysis is made of the image types that best support engaged multimedia interactivity and which can contribute to the perception of multimedia as a resource for imaginative teaching and learning. 相似文献
52.
Peter Elfer Katy Dearnley 《Early Years: An International Journal of Research and Development》2007,27(3):267-279
Despite official endorsement of attachment principles in nursery work, these are often not translated into nursery practice. One possible reason for this is that staff training does not sufficiently address the personal implications and anxieties that children's attachments may entail for practitioners. Working from a psychoanalytic perspective on organisational functioning and group learning, this paper describes action research with a group of nursery heads who participated in a professional development programme designed specifically to explore emotional experience in professional work. The positive evaluations of the programme by heads and their staff are described including examples of experiential learning and of increased staff awareness about, and responsiveness to, the emotional experience of children. However, the research also concluded that sustained effectiveness of the model is likely to be dependent on an ongoing culture of attention to the emotional experience of nursery staff within nursery umbrella organisations. 相似文献
53.
54.
Prideaux Lee-Ann Creed Peter A. 《International Journal for Educational and Vocational Guidance》2002,2(1):21-38
This paper provides a review of career development research studies publishedin Australia and New Zealand between 1995 and2000. The review has grouped the literatureaccording to the categories of careerdevelopment theory, career developmentconstructs, career-related decision-making,gender, cultural comparisons, career programsfor children and training programs for adults.These groupings were created to correspond withthe main focus of each study. 相似文献
55.
56.
57.
58.
Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
59.
Derek A. Muller Manjula D. Sharma John Eklund Peter Reimann 《Instructional Science》2007,35(6):519-533
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account
students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine
how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative
conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical
phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic,
and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an
expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments
and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. 相似文献
60.
The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. While this underscores the need to use more effective instructional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement, and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 (30 boys, 21 girls) senior secondary one (grade 10) students participated in this experiment. Two instruments—the Zuckerman Affect Adjective Checklist and the Biology Achievement Test—were used in pre- and posttest administrations to measure the treatment effect on anxiety and achievement, respectively. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition, it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects. 相似文献