全文获取类型
收费全文 | 13685篇 |
免费 | 202篇 |
国内免费 | 22篇 |
专业分类
教育 | 9591篇 |
科学研究 | 1528篇 |
各国文化 | 126篇 |
体育 | 1157篇 |
综合类 | 6篇 |
文化理论 | 99篇 |
信息传播 | 1402篇 |
出版年
2021年 | 142篇 |
2020年 | 197篇 |
2019年 | 272篇 |
2018年 | 375篇 |
2017年 | 355篇 |
2016年 | 365篇 |
2015年 | 249篇 |
2014年 | 315篇 |
2013年 | 2379篇 |
2012年 | 295篇 |
2011年 | 324篇 |
2010年 | 279篇 |
2009年 | 224篇 |
2008年 | 271篇 |
2007年 | 243篇 |
2006年 | 237篇 |
2005年 | 211篇 |
2004年 | 231篇 |
2003年 | 209篇 |
2002年 | 179篇 |
2001年 | 448篇 |
2000年 | 295篇 |
1999年 | 258篇 |
1998年 | 121篇 |
1997年 | 157篇 |
1996年 | 134篇 |
1995年 | 125篇 |
1994年 | 149篇 |
1993年 | 112篇 |
1992年 | 185篇 |
1991年 | 197篇 |
1990年 | 196篇 |
1989年 | 201篇 |
1988年 | 166篇 |
1987年 | 162篇 |
1986年 | 171篇 |
1985年 | 207篇 |
1984年 | 163篇 |
1983年 | 159篇 |
1982年 | 135篇 |
1981年 | 128篇 |
1980年 | 118篇 |
1979年 | 164篇 |
1978年 | 132篇 |
1977年 | 121篇 |
1976年 | 99篇 |
1975年 | 117篇 |
1974年 | 105篇 |
1973年 | 107篇 |
1971年 | 99篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
991.
992.
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs
about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs
result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and
a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are
perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to
explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic
of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts
to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic
scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining
vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena
and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many
disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for
a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction. 相似文献
993.
The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat and temperature was tested in a pre- and posttest design that involved 182 participants assigned to the four experimental groups and 52 participants assigned to the control group. Conceptual tests were administered to assess students' understanding before, during and after instruction. The analyses revealed that the four experimental conditions were equally effective in promoting students' understanding of concepts in the domain of heat and temperature and better than the control condition; hence, manipulation, either physical or virtual manipulation, and not physicality, as such, at least in a context like the one of the present study, is important in physics learning. 相似文献
994.
995.
996.
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children's school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start-funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children's self-regulation skills (as indexed by attention/impulse control and executive function) from fall to spring of the Head Start year. Analyses also suggest significant benefits of CSRP for children's preacademic skills, as measured by vocabulary, letter-naming, and math skills. Partial support was found for improvement in children's self-regulation as a hypothesized mediator for children's gains in academic readiness. Implications for programs and policies that support young children's behavioral health and academic success are discussed. 相似文献
997.
With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity. 相似文献
998.
The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical
college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking
ability, and express greater satisfaction with their classes than those receiving traditional instruction. In applying a poststructural
feminist model, the researchers intended to help both the teacher and students work together to overcome the estrangement
and alienation that have long been the norm in the contemporary Chinese education system. The research results show that the
poststructural feminist pedagogy had a positive effect upon the participants in the experimental group. Several conclusions
are elicited from the study. First, in the English language achievement post-test, the participants receiving the poststructural
feminist instruction significantly outperformed those receiving the traditional banking instruction in terms of listening,
vocabulary, grammar, and reading. Second, in the critical thinking ability post-test, the participants significantly outperformed
those receiving the traditional banking instruction in terms of length, focus, content, organization, and style. Third, in
regard to the students’ satisfaction, it was clearly shown that the students who received the instruction informed by poststructural
feminist pedagogy expressed significantly greater satisfaction than those who had received traditional banking instruction
in terms of instructional objective, teaching method/materials, teacher quality, class environment, and assessment. 相似文献
999.
Walter C. Parker 《Educational theory》2011,61(4):413-432
In this article, Walter Parker brings structure and agency to the foreground of the current tumult of public schooling in the United States. He focuses on three structures that are serving as rules and resources for creative agency. These are a discourse of derision about failing schools, a broad mobilization of multiculturalism, and an enduring nationalism. Drawing on Anthony Giddens's structuration theory, Parker examines how these discourses figure in redefining school reform, redefining school curricula, and requiring schools once again to serve nationalistic purposes. 相似文献
1000.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献