全文获取类型
收费全文 | 2662篇 |
免费 | 52篇 |
国内免费 | 1篇 |
专业分类
教育 | 2230篇 |
科学研究 | 38篇 |
各国文化 | 40篇 |
体育 | 86篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 313篇 |
出版年
2021年 | 39篇 |
2020年 | 42篇 |
2019年 | 65篇 |
2018年 | 84篇 |
2017年 | 95篇 |
2016年 | 98篇 |
2015年 | 73篇 |
2014年 | 106篇 |
2013年 | 568篇 |
2012年 | 84篇 |
2011年 | 81篇 |
2010年 | 63篇 |
2009年 | 86篇 |
2008年 | 92篇 |
2007年 | 75篇 |
2006年 | 53篇 |
2005年 | 70篇 |
2004年 | 86篇 |
2003年 | 55篇 |
2002年 | 47篇 |
2001年 | 44篇 |
2000年 | 49篇 |
1999年 | 49篇 |
1998年 | 34篇 |
1997年 | 37篇 |
1996年 | 46篇 |
1995年 | 34篇 |
1994年 | 40篇 |
1993年 | 32篇 |
1992年 | 44篇 |
1991年 | 32篇 |
1990年 | 28篇 |
1989年 | 16篇 |
1988年 | 17篇 |
1987年 | 13篇 |
1986年 | 16篇 |
1985年 | 19篇 |
1984年 | 17篇 |
1983年 | 19篇 |
1982年 | 14篇 |
1981年 | 18篇 |
1980年 | 12篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1976年 | 9篇 |
1975年 | 11篇 |
1974年 | 9篇 |
1971年 | 8篇 |
1970年 | 13篇 |
1969年 | 8篇 |
排序方式: 共有2715条查询结果,搜索用时 0 毫秒
41.
Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献
42.
43.
Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development. 相似文献
44.
94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers. 相似文献
45.
Many educators in adult, community and higher education contexts are concerned with fostering reflective learning amongst their students. This paper explores the concept of critical reflection and considers how engaging with fiction may be an innovative pedagogical approach to support critical learning opportunities. Drawing upon interviews with fiction writers, ways in which critical reflection may be encouraged in connection to reading and writing fiction are taken up by exploring three different thematic areas that relate to a Habermasian framework of knowledge constitutive approaches to learning. These different areas can be categorised as (a) technical-rational, (b) humanistic and (c) critical or emancipatory. The first of these considers critical reflection as a way to develop technical capacities as a creative writer. The next section takes up a humanistic framework to explore the value of individual and collective learning opportunities to enhance personal growth and critical reflection. The third area of discussion considers a deeper critical or emancipatory framework of learning through critical reflection which may lead to social change. The paper concludes by considering the value of arts-informed adult education approaches, such as those related to fiction writing, to enhance the development of critical reflection amongst adult learners. 相似文献
46.
Susan Rowland Christine Slade Kai-Sheng Wong Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665
Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message. 相似文献
47.
In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview
about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to
ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday
reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent
to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over
45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and
a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income
than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did.
Methodological issues and some educational implications are discussed. 相似文献
48.
49.
Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support. 相似文献
50.
With a relatively complex maze, reliable forgetting is clearly seen when the training-test interval is 25 days. This forgetting is evidenced by the longer time taken to run the maze and in an increase in the number of errors from the last training trial to the first test trial. In this case, forgetting is a lapse, not a loss, since performance attains the last training trial level at a subsequent test. Furthermore, a reminder which does not in itself contain sufficient information to facilitate performance of a naive animal, significantly improves maze performance of animals which have “forgotten,” even on the first retention test. With the use of additional control groups, it is shown that there must be a memory lapse before contextual cues can be demonstrated to be effective in facilitating memory retrieval. 相似文献