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581.
The within-compound association approach has been proposed as an account of synergistic conditioning in flavor aversion learning.
One prediction from the within-compound association approach is that following taste + odor compound conditioning, postconditioning
inflation of one element of the compound should increase responding to the second element. In four experiments with rats,
the AX+/A+ design was used to determine whether postconditioning inflation of A would increase responding to X. In Experiments
1 and 3, responding to X was significantly stronger after AX+/A+ conditioning, as compared with AX+ conditioning. In Experiments
2 and 4, the specificity of the inflation effect was demonstrated, because AX+/A+ conditioning produced a stronger aversion
to X than did AX+/B+ conditioning. Furthermore, it appears that the taste + odor association is symmetrical because inflation
of the taste aversion increased responding to the odor (Experiments 1 and 2) and inflation of the odor aversion increased
responding to the taste (Experiments 3 and 4). 相似文献
582.
Stephanie Brewster 《Literacy》2004,38(1):46-51
This article considers the role of literacy in the lives of four people with physical disabilities. Interviews with them reveal that despite experiencing potential barriers to participating in literacy activities, literacy is nevertheless an important dimension to their identities. Limitations of the traditional models of disability and literacy are explored and alternative, social models are found to offer a more helpful framework, in which engagement with text is seen in the context of people's lives. It is suggested that interventionists still have some way to go before their practice will fully reflect these perspectives. 相似文献
583.
In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education. 相似文献
584.
In order to analyze intensive longitudinal data collected across multiple individuals, researchers frequently have to decide between aggregating all individuals or analyzing each individual separately. This paper presents an R package, gimme, which allows for the automatic specification of individual-level structural equation models that combine group-, subgroup-, and individual-level information. This R package is a complement of the GIMME program currently available via a combination of MATLAB and LISREL. By capitalizing on the flexibility of R and the capabilities of the existing structural equation modeling package lavaan, gimme allows for the automated specification and estimation of group-, subgroup-, and individual-level relations in time series data from within a structural equation modeling framework. Applications include daily diary data as well as functional magnetic resonance imaging data. 相似文献
585.
586.
Reinhard Pekrun Stephanie Lichtenfeld Herbert W. Marsh Kou Murayama Thomas Goetz 《Child development》2017,88(5):1653-1670
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achievement (math end‐of‐the‐year grades and test scores), and that achievement positively predicted these emotions, controlling for students’ gender, intelligence, and family socioeconomic status. Negative emotions (anger, anxiety, shame, boredom, hopelessness) negatively predicted achievement, and achievement negatively predicted these emotions. The findings were robust across waves, achievement indicators, and school tracks, highlighting the importance of emotions for students’ achievement and of achievement for the development of emotions. 相似文献
587.
588.
Daniel H. Robinson Stephanie B. Corliss Angela M. Bush Stephan J. Bera Tommy Tomberlin 《Educational technology research and development : ETR & D》2003,51(4):25-41
In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates
read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven
GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better
than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the
GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and considerably
extended total study time. Presenting several GOs first, followed by the entire text, appears to be optimal in directing students’
attention to across-chapter relations in text. 相似文献
589.
Research at the Language Teaching Research Unit of Brighton Polytechnic has focussed on two questions. The first is the use of CCTV as a catalyst for social interaction and the development of individual communication skills and the second has been the use and effectiveness of broadcast foreign language courses, both for adults and in schools. The first stage of the research of this second focus was a large‐scale national enquiry, backed up by tests, classroom observation and in‐depth interviews. This is now being followed up by two projects, one investigating a postulated need for a support strategy to consolidate the motivation of adult home‐learners, and the other exploring the role of the teacher's expectations and attitudes in his mediation of broadcast material in the school classroom 相似文献
590.
Heather Dillon Carolyn James Tara Prestholdt Valerie Peterson Stephanie Salomone Eric Anctil 《Assessment & Evaluation in Higher Education》2020,45(3):387-400
AbstractFaculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching. 相似文献