全文获取类型
收费全文 | 526篇 |
免费 | 5篇 |
专业分类
教育 | 430篇 |
科学研究 | 15篇 |
各国文化 | 5篇 |
体育 | 30篇 |
文化理论 | 8篇 |
信息传播 | 43篇 |
出版年
2023年 | 2篇 |
2022年 | 12篇 |
2021年 | 10篇 |
2020年 | 19篇 |
2019年 | 22篇 |
2018年 | 28篇 |
2017年 | 21篇 |
2016年 | 26篇 |
2015年 | 16篇 |
2014年 | 29篇 |
2013年 | 109篇 |
2012年 | 22篇 |
2011年 | 21篇 |
2010年 | 16篇 |
2009年 | 9篇 |
2008年 | 17篇 |
2007年 | 8篇 |
2006年 | 10篇 |
2005年 | 17篇 |
2004年 | 10篇 |
2003年 | 10篇 |
2002年 | 14篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 2篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有531条查询结果,搜索用时 0 毫秒
91.
92.
M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769
Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. 相似文献
93.
94.
Kim M. Tsai Ronald E. Dahl Michael R. Irwin Julienne E. Bower Heather McCreath Teresa E. Seeman David M. Almeida Andrew J. Fuligni 《Child development》2018,89(5):1577-1588
The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (Mage = 16.40 years, 43% male) and their parents (Mage = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep. 相似文献
95.
The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of “continuing motivation.” The data presented here lend further support for the benefits of fostering autonomy within academic settings. 相似文献
96.
97.
98.
Dustin Bradley Goltz Teresa Mastin Alexandra G. Murphy 《Journal of International and Intercultural Communication》2016,9(2):104-121
This study identifies and analyzes sites of discursive negotiation regarding sexual and gender minority identities in Kenya. A demonizing master narrative of homosexuality is constructed through cultural myths prevalent in Kenyan media yet challenged by claims of innate identity through strategic essentialism and glocalized naming practices. Using participant observation and creative focus group methodologies with lesbian, gay, bisexual, trans*, and intersex community members and journalists in Nairobi, Kenya this research project demonstrates the necessity of cultural humility while addressing contemporary absences in the study of queer identities in intercultural scholarship and communication research within African contexts. 相似文献
99.
In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print. 相似文献
100.