全文获取类型
收费全文 | 1421篇 |
免费 | 22篇 |
国内免费 | 2篇 |
专业分类
教育 | 1224篇 |
科学研究 | 43篇 |
各国文化 | 17篇 |
体育 | 40篇 |
文化理论 | 15篇 |
信息传播 | 106篇 |
出版年
2022年 | 7篇 |
2021年 | 14篇 |
2020年 | 33篇 |
2019年 | 32篇 |
2018年 | 47篇 |
2017年 | 42篇 |
2016年 | 48篇 |
2015年 | 32篇 |
2014年 | 20篇 |
2013年 | 343篇 |
2012年 | 28篇 |
2011年 | 33篇 |
2010年 | 33篇 |
2009年 | 36篇 |
2008年 | 39篇 |
2007年 | 31篇 |
2006年 | 27篇 |
2005年 | 39篇 |
2004年 | 28篇 |
2003年 | 30篇 |
2002年 | 26篇 |
2001年 | 26篇 |
2000年 | 25篇 |
1999年 | 21篇 |
1998年 | 15篇 |
1997年 | 22篇 |
1996年 | 33篇 |
1995年 | 18篇 |
1994年 | 16篇 |
1993年 | 18篇 |
1992年 | 14篇 |
1991年 | 9篇 |
1990年 | 16篇 |
1989年 | 18篇 |
1988年 | 16篇 |
1987年 | 9篇 |
1986年 | 21篇 |
1985年 | 24篇 |
1984年 | 13篇 |
1983年 | 16篇 |
1982年 | 8篇 |
1981年 | 13篇 |
1980年 | 13篇 |
1979年 | 14篇 |
1977年 | 7篇 |
1976年 | 12篇 |
1973年 | 9篇 |
1971年 | 5篇 |
1968年 | 6篇 |
1923年 | 5篇 |
排序方式: 共有1445条查询结果,搜索用时 0 毫秒
101.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
102.
Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues? 总被引:1,自引:0,他引:1
Phillip A. Towndrow Aik-Ling Tan Benny H. W. Yung Libby Cohen 《Research in Science Education》2010,40(2):117-132
This paper considers the circumstances under which science teachers can respond positively and productively to educational
policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers’
assessment capacities and their professional development, we present illustrative data from recent research studies conducted
in Singapore and Hong Kong showing contrasting approaches taken in the implementation of reforms in science practical assessment.
In Singapore, teachers worked together to select, discuss, clarify and refine their practices as they made decisions about
what to teach and assess. In Hong Kong, teachers took a critical stance towards the new policy and learnt from their own experiences
in order to build their confidence. With the same policy initiative, one group of teachers focused more on the technicalities
of complying with requirements imposed on them while in the other group had their professional consciousness of what they
thought was best for their students provoked so that their practices would be transformed. In an attempt to draw lessons for
other contexts in supporting the implementation of assessment policy reforms through professional development work, we identify
and discuss a range of factors in science teachers’ professional development that arise once in situ professional development work has started. Overall, our intent in this article is to recast assessment reform as a driver
or pivot in teachers’ professional development and learning. To do this it is necessary, we argue, to afford teachers’ experiences
and the processes involved in learning from them greater emphasis in order to ensure the continuance of innovation in the
assessment of laboratory-based work. 相似文献
103.
The influence of game location and outcome on behaviour and mood states among professional rugby league players 总被引:2,自引:0,他引:2
In this study, we examined the relationship between home and away matches on mood. In addition, the relationships between game location, game outcome, behavioural factors, and mood were investigated among 12 professional English rugby league players competing in the Super League. Participants completed daily diaries for 27 days. The diary consisted of six analogue scales measuring mood (relaxed-tense, energetic-weary, depressed-elated, tired-alert, anxious-calm, cheerful-miserable) as well as behavioural factors and self-rated performance. There were no significant differences in self-reported mood states leading up to home or away matches except for players feeling more tired when playing away. Significant relationships between mood and behaviours (e.g. sleep and eating) and subjective performance were observed. The outcome of the match was found to influence mood, with a defeat resulting in decreased mood. Our results show that game location did not influence mood and therefore does not provide an explanation for the home advantage. 相似文献
104.
The experiments reported in the present study tested whether decreasing intertrial intervals (ITIs) intensifies the disruptive
effects of increasing retention intervals (RIs) in a delayed conditional discrimination by decreasing the animal’s trial tracking
accuracy (Cohen & Armstrong, 1996; Cohen & Roberts, 1996). Rats responded on a fixed ratio (FR) 1 or fixed interval (FI) 10-sec
reinforcement schedule at a second light or tone stimulus, S2, when the first light or tone stimulus, S1, had signaled an
FI 10-sec or FR 1 schedule, respectively. RIs between S1 and S2 were increased from 3 to 24 sec and never exceeded ITIs that
were reduced from 24 to 6 sec. For some rats, the trials were separated from each other by extending the lever at S1 and retracting
it at the end of S2 (ITI lever-retracted group). For other, control rats, the lever remained extended throughout the session
(lever-extended group, Experiment 1) or was extended and retracted with the onset and offset of each stimulus (RI/ITI lever-retracted
group, Experiment 2). The rats under all trial conditions learned to delay leverpressing on the FI 10-sec schedule. Latency
to begin leverpressing on the FI 10-sec schedule declined as RIs were increased, but this effect was attenuated in the ITI
lever-retracted groups in both experiments, as would be predicted by thetrial tracking hypothesis. Decreasing ITIs from 24 to 6 sec intensified the disruptive effects of increasing RIs from 3 to 6 sec in the
RI/ITI lever-retracted group (Experiment 2), as would be predicted by the trial tracking hypothesis. 相似文献
105.
Ruth Elizabeth Tkachyk 《Interchange》2013,44(1-2):15-24
Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners’ individual needs. This is particularly true for students with cognitive disabilities moving into the content-rich, peer-dominated environment of secondary school. It will be maintained within this article that there remains a need for segregated classrooms where students with mild cognitive disabilities can receive the specialized programming and supports that they require in a low-stress environment. Furthermore, educators should continue to prioritize the learning needs of all students with disabilities when contemplating full inclusion. Modeling an inclusive society should not mean inclusion at all costs, but considering what’s best for each student and recognizing that one size does not fit all. 相似文献
106.
Journal of Cultural Economics - 相似文献
107.
Ruth Jonathan 《Journal of Philosophy of Education》1997,31(1):109-141
108.
109.
110.
Ruth Germain 《British Journal of Special Education》2009,36(3):175-176