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Douglas Clark Stephen Reynolds Vivian Lemanowski Thomas Stiles Senay Yasar Sian Proctor 《International Journal of Science Education》2013,35(3):377-408
This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about their pretest and posttest answers as well as videotaped during three laboratory sessions. We found that even students who claim never to have worked with topographic maps often perform impressively on their pretests by making useful assumptions about symbolic topographic information. Some students, however, begin with less productive assumptions that may be unfamiliar to some instructors (e.g., thinking that the spacing of contour lines indicates elevation instead of slope). Initial success should not be misinterpreted, however, as an integrated understanding of topographic maps. Only in posttest interviews do most students express explanations integrating multiple normative assumptions. In addition to highlighting the strategies and assumptions that college students use to interpret topographic maps, we outline the implications of these findings for the design of learning objectives, curricular activities, and assessments for topographic lessons in introductory college geology courses and the training of future geoscientists. 相似文献
994.
R.T. Pithers Rebecca Soden 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):237-249
National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. 'Good thinking' and 'thinking well' are commonly used terms bound up with what is called 'critical thinking' in the research literature. Evidence is presented in this paper, however, which suggests that not all students may be good at critical thinking; nor do some teachers appear to teach students 'good thinking' skills. A review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical thinking are outlined, as well as what is required to improve students' thinking skills. Ways forward in teaching critical thinking, and in helping students to learn to think well and for themselves, are described and discussed. 相似文献
995.
Laura Berry Kuchle Rebecca Zumeta Edmonds Louis C. Danielson Amy Peterson T. Chris Riley‐Tillman 《Learning disabilities research & practice》2015,30(4):150-158
Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention. 相似文献
996.
This study examined the impact of incorporating group design projects into a second-year engineering class on achievement goal orientations and two academic outcomes: concept inventory and final exam scores. In this study, two sections were taught using lecture format, but one section also completed three group design projects as part of their curriculum. The intervention of incorporating group design projects had a positive effect on mastery goals and a negative effect on performance-approach goals. The effect of the intervention on academic outcomes was mediated by mastery goals but not performance-approach or performance-avoidance goals. Implications and future directions are discussed. 相似文献
997.
Rebecca M. Price Tessa C. Andrews Teresa L. McElhinny Louise S. Mead Joel K. Abraham Anna Thanukos Kathryn E. Perez 《CBE life sciences education》2014,13(1):65-75
Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures upper-division students’ understanding of this concept. We used an iterative approach that included extensive interviews and field tests involving 1723 students across five different undergraduate campuses. The GeDI consists of 22 agree–disagree statements that assess four key concepts and six misconceptions. Student scores ranged from 4/22 to 22/22. Statements ranged in mean difficulty from 0.29 to 0.80 and in discrimination from 0.09 to 0.46. The internal consistency, as measured with Cronbach''s alpha, ranged from 0.58 to 0.88 across five iterations. Test–retest analysis resulted in a coefficient of stability of 0.82. The true–false format means that the GeDI can test how well students grasp key concepts central to understanding genetic drift, while simultaneously testing for the presence of misconceptions that indicate an incomplete understanding of genetic drift. The insights gained from this testing will, over time, allow us to improve instruction about this key component of evolution. 相似文献
998.
Rachel Louise Geesa Rebecca D. Brown Kat R. McConnell 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):156-175
ABSTRACT Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors. 相似文献
999.
Since enactment of Public Law 94-142, residential schools for d/Deaf or hard of hearing (d/Dhh) students have lost enrollment to public schools. Public school counselors now must meet d/Dhh students' counseling needs. There is little literature on if and how counselors are doing this. The present study used a survey to evaluate the job satisfaction and expectations of 22 counselors working with d/Dhh students in programs across the United States. Follow-up interviews were conducted with 6 participants functioning as counselors for d/Dhh students. Results indicated that the counselors were generally pleased with their role, which, however, diverged markedly from the American School Counselor Association (2003) national model. The interviews revealed 5 themes that may be unique to counselors serving d/Dhh students in public schools: Authority Based on Experience, Director 相似文献
1000.
Kimberley Reynolds 《Children‘s Literature in Education》2013,44(2):120-139
Histories of the First World War have regularly implicated children’s literature in boys’ eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children’s books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children’s stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday Schools; and two of the first progressive schools in Britain. 相似文献