全文获取类型
收费全文 | 1184篇 |
免费 | 50篇 |
专业分类
教育 | 947篇 |
科学研究 | 33篇 |
各国文化 | 17篇 |
体育 | 62篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 166篇 |
出版年
2023年 | 12篇 |
2022年 | 15篇 |
2021年 | 35篇 |
2020年 | 53篇 |
2019年 | 70篇 |
2018年 | 86篇 |
2017年 | 86篇 |
2016年 | 71篇 |
2015年 | 38篇 |
2014年 | 68篇 |
2013年 | 256篇 |
2012年 | 48篇 |
2011年 | 43篇 |
2010年 | 41篇 |
2009年 | 33篇 |
2008年 | 28篇 |
2007年 | 35篇 |
2006年 | 24篇 |
2005年 | 26篇 |
2004年 | 21篇 |
2003年 | 3篇 |
2002年 | 30篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有1234条查询结果,搜索用时 46 毫秒
981.
982.
AbstractEffective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch. 相似文献
983.
This study examined how colored educational tools improve children’s numerosity (“number sense”) and/or mathematics. We tested children 6–10 years (n = 3,236) who had been exposed to colored numbers from the educational tools Numicon (Oxford University Press, 2018) or Numberjacks (Ellis, 2006), which map colors to magnitudes or Arabic numerals, respectively. In a free association task pairing numbers with colors, a subset of children spontaneously provided colors matching one of these schemas. These children, who had internalized Numicon (colored magnitude), showed significantly better numerosity but not mathematics compared to peers. There was no similar benefit from internalizing Numberjacks (colored numerals). These data support a model in which colored number tools provide benefits at different levels of numerical cognition, according to their different levels of cross-modal mappings. 相似文献
984.
Amanda Henshall Louise Atkins Rebecca Bolan Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434
The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education. 相似文献
985.
Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance,othering and power 下载免费PDF全文
The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed. 相似文献
986.
This case study explores student perceptions and experiences of advising at a New Zealand university. It considers the implications arising from the students’ responses and also investigates the influence of students’ demographic characteristics on perceptions of advice. Both first‐ (n = 191) and final‐ (n = 171) year cohorts of students were surveyed to determine why they chose particular courses, what advice they received and how aware they were of various support services. Although students were happy overall with the advice received, many had little or no expectations of the type of advice they should be receiving. The main sources of advice were the University enrolment pack, family and University School’s Liaison Officers. Academic advisers were less well used as a source of advice, even during later years of study. Advisers need to be educated about particular advising issues related to first‐generation students, part‐time students and international students. Many students had a career path in mind so it is important to provide holistic developmental academic advice that includes future career options. 相似文献
987.
For socially appropriate communication, speakers must command a variety of linguistic styles, or registers, that vary according to social context and social relationships. This study examined preschool children's ability to use a speaker's register choice to infer the identity of their addressee. Four-year-olds could draw correct inferences based on Spanish and formal speech, and had limited success with infant-directed and casual styles. Five-year-olds drew appropriate inferences with all 4 styles; moreover, these children demonstrated strong explicit understanding of register, as measured through response justifications. These results demonstrate that children can use language for social judgments that extend beyond evaluating the speaker, and can interpret social implications of language even when not directly engaged in the particular social interaction. 相似文献
988.
Rebecca Shankland Christophe Genolini Lionel Riou França Julien-Daniel Guelfi Serban Ionescu 《Higher Education》2010,59(3):353-366
The present longitudinal study measured student adjustment to higher education, comparing 50 participants from alternative
schools (Steiner, Montessori, New Schools) with 80 students from the traditional school system. We hypothesized that students
from alternative schools adapt better, because of greater perceived social support, academic self-efficacy, and task-oriented
coping styles. Measures were taken during the last school year (baseline characteristics), and at the beginning of the first
and last terms of the first year in higher education. The quality of adjustment was assessed through academic results, and
physical and psychological well-being. The following instruments were used: the State-Trait Anxiety Inventory by Spielberger
(1983), the 13-items Depression Inventory by Beck et al. (1961), the Coping Inventory for Stressful Situations by Endler and Parker (1990), and semi-directed interviews. Results show that students from alternative schools adjust better to higher education: they
report less anxiety and depression symptoms, and show greater life satisfaction and academic achievement. 相似文献
989.
We followed up on recent findings demonstrating that enhancing performers' expectancies can improve their performance. Specifically, we examined whether providing experienced runners with positive feedback regarding their movement efficiency would increase running efficiency. Two groups of experienced runners ran on a treadmill at 75% of their maximum oxygen consumption (VO(2max)) for 10 min. One group (enhanced expectancy) was provided with (fabricated) feedback about the efficiency of their running style every 2 min. A control group was not given feedback. Oxygen consumption decreased in the enhanced expectancy group across measurement times (every 2 min for 10 min), but remained the same in the control group. In addition, performance perceptions changed only in the enhanced expectancy group, indicating a perception of greater ease of running and reduced fatigue when assessed after compared with before running. Finally, positive affect increased from a pre- to a post-test in the enhanced expectancy group, in contrast to the control group. Our findings show that enhanced expectancies can have a positive effect on movement efficiency and running experience. They add to the accumulating evidence for the social-cognitive-affective-motor nature of motor performance. 相似文献
990.
Allison G. Dempsey Michael L. Sulkowski Rebecca Nichols Eric A. Storch 《Psychology in the schools》2009,46(10):962-972
The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc. 相似文献