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991.
Cannon JE Easterbrooks SR Gagné P Beal-Alvarez J 《Journal of deaf studies and deaf education》2011,16(4):437-457
The purpose of this study was to determine if the frequent use of a targeted, computer software grammar instruction program, used as an individualized classroom activity, would influence the comprehension of morphosyntax structures (determiners, tense, and complementizers) in deaf/hard-of-hearing (DHH) participants who use American Sign Language (ASL). Twenty-six students from an urban day school for the deaf participated in this study. Two hierarchical linear modeling growth curve analyses showed that the influence of LanguageLinks: Syntax Assessment and Intervention (LL) resulted in statistically significant gains in participants' comprehension of morphosyntax structures. Two dependent t tests revealed statistically significant results between the pre- and postintervention assessments on the Diagnostic Evaluation of Language Variation-Norm Referenced. The daily use of LL increased the morphosyntax comprehension of the participants in this study and may be a promising practice for DHH students who use ASL. 相似文献
992.
Ahmet Baytak Susan M. Land 《Educational technology research and development : ETR & D》2011,59(6):765-782
This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental
science unit, using the theoretical framework of constructionism. Ten fifth graders designed computer games using Scratch software. The results showed students were able to design functional games, following a learning-by-design process of planning,
designing, testing, and sharing. Observations revealed that game design led to opportunities for informal knowledge building
and sharing among students. This, in turn, encouraged students to test and improve their designs. The findings support the
conclusion that elementary students can develop programming concepts and create computer games when using graphical programming
software developed for their level of experience. Insights into the iterative process of learning-by-game design are presented. 相似文献
993.
994.
Susan Gomez Zwiep William J. Straits Kristin R. Stone Dolores D. Beltran Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary
program, designed to provide English language learners opportunities to develop proficiency in English through participation
in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format
to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout
the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers
and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting
science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described. 相似文献
995.
Susan S. Levy R. Tucker Readdy 《Measurement in physical education and exercise science》2013,17(4):191-205
This study examined the validity and reliability of decisional balance scales for exercise (i.e., pros and cons) in a large longitudinal population-based randomized sample of Canadian adults ages 18 to 65 years (N = 703). Assessments were taken over 3 time points with 6-month intervals between testing. Content, factorial, concurrent, and construct validity along with internal consistency and test-retest reliability were established for the decisional balance scales. The developed measures have utility for researchers and practitioners who test and apply the exercise decisional balance constructs of the Transtheoretical Model. 相似文献
996.
997.
Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools. 相似文献
998.
abstract There are many factors which impinge on the training of physical education teachers. These include factors in the internal environment, such as changes of philosophy impacting on the curriculum, and factors in the external environment most notably those relating to the political, social and economic context. Recent changes in the political environment in England and Wales have had an obvious and major impact on physical education. This paper considers the effects of some of these changes on physical education teacher training, for example, the increase in the amount of time students must spend in schools as part of initial teacher training, the introduction of the National Curriculum and the introduction of the Teacher Training Agency. The paper examines some of the implications of these changes, particularly with regard to the extent to which the political environment may be limiting the effectiveness of initial teacher training programmes to adequately prepare teachers to achieve the aim of developing a physically educated population. 相似文献
999.
The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In "Manipulation and Expression of Recombinant DNA," students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer "boutique" courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. 相似文献
1000.
Paul Beare Colleen Torgerson James Marshall Susan Tracz Robin Chiero 《The Teacher Educator》2014,49(1):75-88
The Department of Education is moving to change accountability for teacher preparation institutions to include surveys of the graduates and their supervising principal following paid employment. This study describes one of a number of quantitative studies that examine the validity and usefulness of such follow-up surveys. Using multiple years of data, the authors examined the effect of teacher socioeconomic status and ethnicity on principals' evaluation of the teachers' preparation. The results indicated that there was no difference in ratings based on graduates' parent education, family income, or ethnicity. Post hoc evaluation showed that Latino teachers were rated better prepared to work with diversity in the classroom and to teach English learners. Bias does not appear to be part of principal evaluation. However, because principals are prone to rating teachers on a binary, satisfactory/unsatisfactory basis, follow-up surveys may not be the most useful tool for assessing some nuances of teacher preparation. 相似文献