全文获取类型
收费全文 | 530篇 |
免费 | 5篇 |
专业分类
教育 | 383篇 |
科学研究 | 36篇 |
各国文化 | 7篇 |
体育 | 56篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 46篇 |
出版年
2023年 | 6篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 13篇 |
2019年 | 29篇 |
2018年 | 28篇 |
2017年 | 25篇 |
2016年 | 20篇 |
2015年 | 13篇 |
2014年 | 27篇 |
2013年 | 105篇 |
2012年 | 18篇 |
2011年 | 14篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 9篇 |
2007年 | 9篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1996年 | 10篇 |
1995年 | 11篇 |
1993年 | 6篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 7篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 7篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1969年 | 6篇 |
1967年 | 3篇 |
1948年 | 2篇 |
排序方式: 共有535条查询结果,搜索用时 15 毫秒
101.
102.
Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
103.
AbstractDrawing on data from a project exploring children's and adults’ friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children’s friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers’ understandings of children’s friendships seek to govern children’s friendship behaviours, we turn to Foucault’s work to explore how power shapes relations between policy frameworks and teachers’ practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers’ ‘common sense’ understandings of children’s friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships. 相似文献
104.
105.
Selmaoui Sabah Agorram Boujemaa Khzami Salah-Eddine EL Abboudi Taoufik Berger Dominique 《美中教育评论》2010,7(8):28-36
Conceptions are analyzed as being the emergences from interactions between three poles: scientific knowledge (K), values (V) and social practices (P). The teachers' beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher's formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers' and future teachers' conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen. 相似文献
106.
107.
Petrill S Logan J Hart S Vincent P Thompson L Kovas Y Plomin R 《Journal of learning disabilities》2012,45(4):371-381
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. 相似文献
108.
Stphanie Berger Angela J. Verschoor Theo J. H. M. Eggen Urs Moser 《Journal of Educational Measurement》2019,56(1):121-146
Calibration of an item bank for computer adaptive testing requires substantial resources. In this study, we investigated whether the efficiency of calibration under the Rasch model could be enhanced by improving the match between item difficulty and student ability. We introduced targeted multistage calibration designs, a design type that considers ability‐related background variables and performance for assigning students to suitable items. Furthermore, we investigated whether uncertainty about item difficulty could impair the assembling of efficient designs. The results indicated that targeted multistage calibration designs were more efficient than ordinary targeted designs under optimal conditions. Limited knowledge about item difficulty reduced the efficiency of one of the two investigated targeted multistage calibration designs, whereas targeted designs were more robust. 相似文献
109.
Summaries English In recent years problems facing humankind have become more complex and challenging and have increasingly involved science and technology. While the public, generally, has been inadequately informed about such scientific and technical issues, public understanding of issues at the interface of science, society, and technology are an essential part of the resolution of societal problems. This paper outlines specific ways to promote understanding enabling individuals to participate more responsibly in enlightened democratic decision‐making responsive to societal needs. A systematic scheme is outlined with examples from two science education centres at tertiary institutions through activities including teaching, outreach, curriculum development, and research. 相似文献
110.
Caroline Denaes Jean‐Louis Berger 《Journal of Research in Special Educational Needs》2014,14(2):82-95
Analogical reasoning involves the comparison of pictures as well as the memorisation of relations. Young children (4–7 years old) and students with moderate intellectual disability have a short memory span, which hampers them in succeeding traditional analogical tests. In the present study, we investigated if, by providing external memory hints, the visual aid could enable these participants to succeed in analogies comprising more relations than their memory span was able to manage. Our analogical test, composed of 2 × 2 matrices, was administered in two versions: the standard version, similar to traditional tests, required the participant to memorise all the relations involved in order to discover the solution, whereas the construction version required him/her to construct the answer part by part by using external memories, which potentially increased success by offloading the memory. Our results show that students with moderate intellectual disability reached results similar to typically developing control children when provided with external memory hints (referred to as external memories). Moreover, in the most complex levels of the test, they did not spend more time than control children in solving the analogies. 相似文献