全文获取类型
收费全文 | 4269篇 |
免费 | 56篇 |
国内免费 | 6篇 |
专业分类
教育 | 3318篇 |
科学研究 | 218篇 |
各国文化 | 82篇 |
体育 | 299篇 |
综合类 | 1篇 |
文化理论 | 61篇 |
信息传播 | 352篇 |
出版年
2021年 | 24篇 |
2020年 | 49篇 |
2019年 | 80篇 |
2018年 | 95篇 |
2017年 | 122篇 |
2016年 | 93篇 |
2015年 | 84篇 |
2014年 | 94篇 |
2013年 | 1091篇 |
2012年 | 69篇 |
2011年 | 93篇 |
2010年 | 70篇 |
2009年 | 96篇 |
2008年 | 107篇 |
2007年 | 95篇 |
2006年 | 98篇 |
2005年 | 90篇 |
2004年 | 82篇 |
2003年 | 96篇 |
2002年 | 79篇 |
2001年 | 68篇 |
2000年 | 69篇 |
1999年 | 64篇 |
1998年 | 57篇 |
1997年 | 62篇 |
1996年 | 62篇 |
1995年 | 62篇 |
1994年 | 50篇 |
1993年 | 54篇 |
1992年 | 51篇 |
1991年 | 60篇 |
1990年 | 52篇 |
1989年 | 55篇 |
1988年 | 43篇 |
1987年 | 39篇 |
1986年 | 46篇 |
1985年 | 56篇 |
1984年 | 30篇 |
1983年 | 41篇 |
1982年 | 41篇 |
1981年 | 43篇 |
1980年 | 32篇 |
1979年 | 63篇 |
1978年 | 32篇 |
1977年 | 47篇 |
1976年 | 33篇 |
1975年 | 31篇 |
1974年 | 37篇 |
1973年 | 24篇 |
1972年 | 22篇 |
排序方式: 共有4331条查询结果,搜索用时 15 毫秒
111.
Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference 总被引:2,自引:1,他引:1
We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers
of science with three goals:
This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are
those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International
History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005. 相似文献
1. | to establish how much consensus exists about scientific inquiry, |
2. | to discuss implications of that consensus for teaching science, |
3. | to identify areas where consensus is lacking to establish where further research and discussion would be most valuable. |
112.
Alazne Aizpitarte Olivia E. Atherton Lucy R. Zheng Itziar Alonso-Arbiol Richard W. Robins 《Child development》2019,90(1):117-126
Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican-origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence. 相似文献
113.
Richard Spoth Linda Trudeau Cleve Redmond Chungyeol Shin Mark E. Feinberg Mark T. Greenberg 《Child development》2019,90(6):1847-1855
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success. 相似文献
114.
Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments. 相似文献
115.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
116.
Roghayeh Barmaki Kevin Yu Rebecca Pearlman Richard Shingles Felix Bork Greg M. Osgood Nassir Navab 《Anatomical sciences education》2019,12(6):599-609
Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students’ level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user’s body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) = 3.14, P < 0.001), increased time on task (F(1,275) = 5.70, P < 0.01), and a high level of engagement (F(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students. 相似文献
117.
118.
119.
120.
Richard R. Valencia 《Psychology in the schools》1984,21(2):141-147
The purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English-speaking and Spanish-speaking Mexican-American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse children. 相似文献