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121.
Anneke C. Timmermans Roel J. Bosker Inge F. de Wolf Simone Doolaard Margaretha P. C. van der Werf 《British Educational Research Journal》2014,40(6):1057-1082
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling. 相似文献
122.
华中、华南沦陷后,日本帝国主义对该地区的殖民掠夺从此开始,该地区的新式工业、农业,金融业,甚至是传统的手工业都没有幸免,一并遭到强占和掠夺,给中国人民带来深重的灾难. 相似文献
123.
Kernic MA Wolf ME Holt VL McKnight B Huebner CE Rivara FP 《Child abuse & neglect》2003,27(11):1231-1246
OBJECTIVES: To determine the association between children's exposure to maternal intimate partner violence (IPV) and behavior problems as measured by the parent report version of the Child Behavior Checklist (CBCL). METHODS: The study population was comprised of 167 2- to 17-year-old children of Seattle women with police-reported or court-reported intimate partner abuse. The CBCL normative population served as the comparison group. Risk of behavior problems was calculated among the exposed children, in the presence and absence of a history of reported child maltreatment, relative to the normative population. Multiple logistic regression served as the primary method of analysis. RESULTS: Children exposed to maternal IPV were more likely to have borderline to clinical level scores on externalizing (i.e., aggressive, delinquent) behavior (RR=1.6, 95% CI: 1.2, 2.1) and total behavioral problems (RR=1.4, 95% CI: 1.1, 1.9) compared to the CBCL normative sample after adjusting for age and sex. Children who were exposed to maternal IPV and were victims of child maltreatment were more likely to receive borderline to clinical level scores on internalizing (i.e., anxious, depressed) behaviors (RR=2.6, 95% CI: 1.5, 3.6), externalizing (i.e., aggressive, delinquent) behaviors (RR=3.0, 95% CI: 1.9, 4.0) and total behavioral problems (RR=2.1, 95% CI: 1.2, 3.2) compared to the CBCL normative sample after adjusting for age and sex. CONCLUSIONS: Exposure to maternal IPV is significantly associated with child behavioral problems both in the presence and absence of co-occurring child maltreatment. Appropriate attention to the mental health of children living in households with IPV is needed. 相似文献
124.
颜红梅 《重庆大学学报(英文版)》2003,2(1)
1. Introduction Statistics has consistently shown that heart disease is one of the leading causes of death all over the world [1]. Every year, millions of people suffer from various types of heart diseases, among which coronary heart disease, rheumatic valvular heart disease, hypertension, chronic cor pulmonale and congenital heart disease are the commonest. Significant life saving can be achieved if an accurate diagnosis decision, which is the prerequisite of a proper and timely treatment, ca… 相似文献
125.
Mikyung Kim Wolf Danielle Guzman-Orth Alexis Lopez Katherine Castellano Igor Himelfarb Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175
This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments. 相似文献
126.
叶嘉莹女士在其著作中认为中国传统诗词批评的特性是由中国语文之特性造成的,这种看法不够正确。本文对叶女士的观点进行了分析,指出是中国传统文化导致了中国传统诗词批评的特点。 相似文献
127.
ABSTRACTHomeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable. 相似文献
128.
余新兵 《读与写:教育教学刊》2007,4(7):35-36
学习动机因素对非英语专业学生是否能学好英语有深刻的影响。学习动机可以分为两大类:融入性动机和工具性动机。调查表明:绝大多数受访者持有工具性动机。本文将探讨其原因所在,并就英语教学提出几点建议。 相似文献
129.
Laura Terry Punya Mishra Danah Henriksen Leigh Graves Wolf Kristen Kereluik 《TechTrends》2013,57(3):34-39
This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies. 相似文献
130.
Fabienne Darling‐Wolf 《Critical Studies in Media Communication》2013,30(4):325-345
Ever since Japan's entry into global geopolitics, scholars have identified Japanese popular cultural texts as a terrain on which this country's complex relationship to the West is negotiated. Few studies, however, have adequately addressed how such texts—and Western influence in general—might be experienced differently by different groups and/or strata of Japanese society. Inspired by the work of postcolonial feminist scholars who argue that gender, race, class, and cultural identity must be examined in relationship to each other, this study focuses on a group of 29 women with whom the author conducted interviews and extensive participant observation during eight months of fieldwork in a small Japanese community. It examines, in particular, how these women negotiated Westernized representations of feminine beauty omnipresent in the Japanese media. This article argues that even though informants assertively critiqued and actively negotiated media representations, their own conceptions of attractiveness—and their daily relationships to their physical selves—matched those of the Westernized media‐defined ideals. In view of these findings, it concludes with a call for a more systematic and critical assessment of gender in transcultural relations. 相似文献