全文获取类型
| 收费全文 | 3272篇 |
| 免费 | 156篇 |
专业分类
| 教育 | 3037篇 |
| 科学研究 | 5篇 |
| 各国文化 | 91篇 |
| 体育 | 21篇 |
| 文化理论 | 4篇 |
| 信息传播 | 270篇 |
出版年
| 2021年 | 38篇 |
| 2020年 | 71篇 |
| 2019年 | 131篇 |
| 2018年 | 111篇 |
| 2017年 | 147篇 |
| 2016年 | 104篇 |
| 2015年 | 163篇 |
| 2014年 | 188篇 |
| 2013年 | 960篇 |
| 2012年 | 131篇 |
| 2011年 | 149篇 |
| 2010年 | 157篇 |
| 2009年 | 122篇 |
| 2008年 | 147篇 |
| 2007年 | 91篇 |
| 2006年 | 82篇 |
| 2005年 | 78篇 |
| 2004年 | 69篇 |
| 2003年 | 30篇 |
| 2002年 | 28篇 |
| 2001年 | 32篇 |
| 2000年 | 34篇 |
| 1999年 | 37篇 |
| 1998年 | 23篇 |
| 1997年 | 18篇 |
| 1996年 | 29篇 |
| 1995年 | 32篇 |
| 1994年 | 19篇 |
| 1993年 | 19篇 |
| 1992年 | 19篇 |
| 1991年 | 16篇 |
| 1990年 | 29篇 |
| 1989年 | 13篇 |
| 1988年 | 14篇 |
| 1987年 | 14篇 |
| 1986年 | 11篇 |
| 1985年 | 13篇 |
| 1984年 | 9篇 |
| 1983年 | 9篇 |
| 1982年 | 11篇 |
| 1981年 | 3篇 |
| 1980年 | 3篇 |
| 1979年 | 4篇 |
| 1978年 | 4篇 |
| 1977年 | 4篇 |
| 1974年 | 2篇 |
| 1972年 | 2篇 |
| 1971年 | 1篇 |
| 1969年 | 2篇 |
| 1908年 | 1篇 |
排序方式： 共有3428条查询结果，搜索用时 0 毫秒
261.
This study attempted to identify risk factors that are implicated in the body dissatisfaction of college women and the factors that may facilitate effective prevention and treatment efforts. Data collected from 215 female college students indicated that participants with (a) greater physical self‐concept, (b) less drive for thinness, and (c) greater social self‐esteem manifested less body dissatisfaction. 相似文献
262.
263.
John‐Paul Hatala 《Performance Improvement Quarterly》2005,18(4):50-70
ABSTRACT The present study sought to add to our knowledge about forces that negatively affect an individual's decision to start a business by identifying barriers they encounter. By identifying barriers to starting a business, we stand to learn much about how an individual identifies, confronts, and responds to decisions which may seem to be beyond their control. Such data will be instrumental in developing practical applications for helpingindividuals overcome unresolved barriers that potentially prevent them from starting a business. An instrument was developed utilizing factor analysis and yielded a six‐barrier construct. The barriers identified in this study were: lack of confidence, personal problems, lack of skills, start‐up logistics, financial needs and time constraints. In addition, the instrument was also administered to a test group of new entrepreneurs participating in a training program to determine pre‐ and post‐test intervention effects. The study concludes with suggestions for further development of the BEST tool as well as practical applications for program planners. 相似文献
264.
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000. 相似文献
265.
Marissa A. Feldman Tiina Ojanen Ellis L. Gesten Heather Smith‐Schrandt Michael Brannick Christine M. Wienke Totura Lizette Alexander David Scanga Ken Brown 《Psychology in the schools》2014,51(10):1046-1062
The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school. 相似文献
266.
Steve Masson Patrice Potvin Martin Riopel Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55
Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically. 相似文献
267.
268.
Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007 相似文献
269.
Jer‐Yann Lin 《科学教学研究杂志》2007,44(3):506-528
The purpose of this study was to investigate the possible responses to anomalous data obtained from experiments that are repeatable by carrying out additional or alternative experiments in the laboratory. Based on an analysis of responses from scientists to anomalous data taken from identification experiments on the Vinland Map, it was assumed that an additional response—uncertainty about interpretation of the data—should be considered in addition to the other eight responses reported by Chinn and Brewer 1998 . It was also assumed that a process of responses containing more than one response is possible for a given subject who is responding to a given piece of anomalous datum in the laboratory. Both assumptions were verified by examining responses of undergraduates to anomalous data obtained from repeatable laboratory experiments. The results of this study show that there are nine categories of responses: ignoring; rejection; uncertainty of validity; uncertainty of interpretation; exclusion; abeyance; reinterpretation; peripheral conceptual change; and conceptual change. Moreover, two categories of processing, anomalous data–final response (A‐R process) and anomalous data–[mediators with/without intermediate responses]–final response (A‐M‐R process), are assessed in this study. It is suggested that science instructors could use the nine categories of responses to understand the learning characteristics of students, and also to use the A‐M‐R process to design suitable teaching strategies to arrive at meaningful learning. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 506–528, 2007 相似文献
270.
During the years 1994‐1996 the Federal Government of Australia conducted the National Professional Development Program (NPDP) for teachers. This paper reports on a project concerned with investigating the views of significant stakeholders about the issue of accreditation of teacher learning in NPDP projects and developing a means by which such accreditation could take place. The project was carried out in the final year of the NPDP and sought to provide a vehicle for teachers to gain university credit for their workplace learning in many of the projects conducted during the three years of the NPDP. 相似文献