全文获取类型
收费全文 | 4292篇 |
免费 | 47篇 |
国内免费 | 6篇 |
专业分类
教育 | 3330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 | 354篇 |
出版年
2021年 | 24篇 |
2020年 | 49篇 |
2019年 | 80篇 |
2018年 | 96篇 |
2017年 | 123篇 |
2016年 | 93篇 |
2015年 | 83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 | 69篇 |
2000年 | 69篇 |
1999年 | 64篇 |
1998年 | 57篇 |
1997年 | 62篇 |
1996年 | 62篇 |
1995年 | 61篇 |
1994年 | 50篇 |
1993年 | 54篇 |
1992年 | 51篇 |
1991年 | 61篇 |
1990年 | 52篇 |
1989年 | 55篇 |
1988年 | 44篇 |
1987年 | 39篇 |
1986年 | 47篇 |
1985年 | 57篇 |
1984年 | 31篇 |
1983年 | 43篇 |
1982年 | 43篇 |
1981年 | 43篇 |
1980年 | 33篇 |
1979年 | 63篇 |
1978年 | 33篇 |
1977年 | 49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4345条查询结果,搜索用时 9 毫秒
151.
Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged 12–14, from different ethnic backgrounds, relate to it. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught. 相似文献
152.
Richard K. Morton 《College Teaching》2013,61(4):136-137
Planning time for giving students effective feedback is an important and challenging aspect of the teaching and learning process. In our article we describe and analyze how we engage students as partners in providing formative feedback in time for students to modify their own thinking or behavior to improve learning. We have found ways to provide formative feedback more frequently and to involve students in providing effective formative feedback to each other. The four techniques we describe are the following: a) three-color group quiz with feedback on product, process, and progress; b) midterm student conferencing; c) shared revision of student generated questions and statements; and d) timely feedback using collaborative assignment blogs. These techniques give feedback in time for revisions to occur, provide scaffolding for learners, inform instruction, and most importantly, involve students as partners in assessment. These pedagogical strategies show that the resulting benefits of improved instruction, enhanced student learning, and better student products are worth the time and effort and contribute to a productive classroom climate where the focus is on learning more than on grading. Formative feedback involving students as partners is a key strategy to enhance the teaching and learning process. 相似文献
153.
Keenan A. Pituch Daniel L. Murphy Richard L. Tate 《Journal of Experimental Education》2013,81(1):60-95
Due to the clustered nature of field data, multi-level modeling has become commonly used to analyze data arising from educational field experiments. While recent methodological literature has focused on multi-level mediation analysis, relatively little attention has been devoted to mediation analysis when three levels (e.g., student, class, school) are present in a study setting. This article presents analysis models that can be used to test indirect effects in experimental designs having three levels where random assignment is at the third (school) or second (class) level and where the indirect effect may be random. In the presentation, simulated datasets are used to illustrate model specification and results interpretation for hypothetical three-level educational experiments involving mediation and moderation of treatment effects. 相似文献
154.
155.
Mitchell R. Hammer Richard L. Wiseman J. Lewis Rasmussen Jon C. Bruschke 《Communication quarterly》2013,61(3):309-326
Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research. 相似文献
156.
Richard Rose 《欧洲特需教育杂志》2013,28(2):234-237
157.
Jiun‐Liang Ke Martin Monk Richard Duschl 《International Journal of Science Education》2013,35(13):1571-1594
This paper reports a cross‐sectional study of Taiwanese physics students’ understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students’ explanations of their answers to items in a questionnaire as a proxy for students’ thinking. The variation in students’ explanations is discussed as is the development in the way in which students link different concepts. A discussion of the source of students’ ideas turns to the way schema contain mental models that derive from sensori‐experiences. The principal recommendation for teaching is the need to include practical activities on a range of precursor phenomena so as to extend the students repertoires of mental models. This advice is different from that given in previous studies. 相似文献
158.
Rebecca S. Betjemann Janice M. Keenan Richard K. Olson John C. DeFries 《Scientific Studies of Reading》2013,17(4):363-382
Vowel representations are particularly difficult for children to learn because most vowel phonemes can be spelled in several different ways. Children in Grades 1, 2, and 3 spelled nonwords with an ambiguous vowel and reported their spelling strategies. Analysis of the children's spellings and strategy reports revealed a shift in relying solely on phonological information to considering orthographic information for making vowel letter choices. Implications for vowel spelling development are discussed. 相似文献
159.
160.