全文获取类型
收费全文 | 1482篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 1128篇 |
科学研究 | 84篇 |
各国文化 | 19篇 |
体育 | 110篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 151篇 |
出版年
2023年 | 5篇 |
2022年 | 18篇 |
2021年 | 27篇 |
2020年 | 43篇 |
2019年 | 44篇 |
2018年 | 59篇 |
2017年 | 74篇 |
2016年 | 75篇 |
2015年 | 40篇 |
2014年 | 44篇 |
2013年 | 319篇 |
2012年 | 48篇 |
2011年 | 45篇 |
2010年 | 44篇 |
2009年 | 31篇 |
2008年 | 45篇 |
2007年 | 38篇 |
2006年 | 34篇 |
2005年 | 34篇 |
2004年 | 37篇 |
2003年 | 28篇 |
2002年 | 32篇 |
2001年 | 22篇 |
2000年 | 22篇 |
1999年 | 22篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 11篇 |
1995年 | 11篇 |
1994年 | 13篇 |
1993年 | 16篇 |
1992年 | 8篇 |
1991年 | 11篇 |
1990年 | 13篇 |
1989年 | 13篇 |
1988年 | 8篇 |
1987年 | 16篇 |
1986年 | 6篇 |
1985年 | 15篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1979年 | 9篇 |
1977年 | 7篇 |
1976年 | 11篇 |
1974年 | 4篇 |
1971年 | 4篇 |
1885年 | 5篇 |
1882年 | 4篇 |
1880年 | 5篇 |
排序方式: 共有1507条查询结果,搜索用时 8 毫秒
41.
K. D. J. M. Van Der Drift 《Instructional Science》1980,9(4):355-364
In general, economists are engaged in optimizing the ratio between benefits and costs. The so-called cost-effectiveness approach is oriented towards producing specified effects at the lowest costs. How this may be done for audiovisual media in higher education is shown in two steps. First, the function-identifying stage, then the cost-analysis stage. The cost-structures of seven methods of delivering instructional television are then compared. Finally, some reasons are given for why cost-effectiveness considerations are still rarely applied in educational decision-making. Structural measures to remedy this state of affairs are proposed.Detailed cost calculations which support the ideas put forward in this article were to have been included in an appendix: this can be obtained from the author. 相似文献
42.
Vanluydt Elien Degrande Tine Verschaffel Lieven Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):529-547
European Journal of Psychology of Education - The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they... 相似文献
43.
44.
45.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
46.
47.
48.
Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research. 相似文献
49.
50.
Nienke Wieringa Fred J. J. M. Janssen Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462
In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made. 相似文献