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The sequence of the three phases of two high school learning cycles in chemistry was altered in order to: (I ) give insights into the factors which account for the success of the learning cycle, (2) serve as an indirect test of the association between Piaget's theory and the learning cycle, and (3) to compare the learning cycle with traditional instruction. Each of the six sequences (one n o d and five altered) was studied with content and atritudc measures. The outcomes of the study supported the contention that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge. 相似文献
94.
Abraham Stahl 《Interchange》1993,24(3):287-297
E. D. Hirsch, Jr.'sCultural Literacy attracted much negative criticism by, among others, H. J. Graff, B. Hendley, and H. R. Woodhouse writing inInterchange. In their articles they expressed their disapproval of Hirsch's social views and his list of cultural items which every American should know. According to these critics, Hirsch failed to take account of some very important issues in education, such as the place of form as well as content, or the attention given to actual components of youth and ethnic culture as opposed to the more static and perhaps anachronistic elements of elite culture. These criticisms are examined in the light of the actual situation in the schools rather than from an ideological point of view. Contrary to the opinion held by the critics, it is reasoned that the idea of cultural literacy as well as the list of specific items embodying it may be useful in curriculum planning in general and in setting minimum goals for the education of the disadvantaged in particular. 相似文献
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S. K. Sen P. Pukazhvanthen Rebecca Abraham 《Indian journal of clinical biochemistry : IJCB》2008,23(3):255-257
Elevated plasma Homocysteine level is an independent risk factor for age related (senile) cataract. Certain nutritional deficiencies,
in particular Folate, Vitamin B12, Vitamin B6 relate inversely with Homocysteine level. This study was undertaken to evaluate the plasma level of Vitamin B12, Folate, and Homocysteine of cataract patients and to study the interplay between them. Serum Homocysteine level is significantly
increased in cataract patients when compared with control (p< 0.001). There was a significant decrease in the level of Folate
as compared with control (p<0.001). There was a negative correlation between Homocysteine vs. Vitamin B12 (p<0.01) and Folate (p<0.01) in the Cataract patients. Our findings suggest that increased plasma Homocysteine level is associated
with decreased plasma levels of Folate and VitaminB12 in Cataract patients, which might have a possible role in the root cause of cataract pathogenesis. 相似文献
97.
Abraham Tchako 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):78-95
A complete and detailed three-dimensional finite element model of the human cervical spine (C1–C7), including soft and hard tissues, was created using a digitized geometric measurement tool. The model was validated against existing experimental studies in flexion, extension, lateral bending, and axial rotation. The aims of this study were to use the model to simulate the mechanisms of injury scenarios, such as diving and football accidents, and to correlate the external and internal responses of the spinal components to disc herniation and clinical instability. It was determined that a shear-generated flexion moment of about 10 Nm or a compression-flexion load of 450 N would generate significant stresses and strains in the discs, together with sufficient posterior-anterior displacement and rotational angulation of the vertebrae, to place the mid and lower cervical spine at risk of clinical instability or disc herniation. The results revealed that the location of the maximum stresses in the discs could not be directly correlated with the type of loads. In addition, for the loadings considered, the maximum displacement of the spine could be reduced by as much as 50% when the restraint of the cervical spine is changed from a C7–T1 to C7–T1 and C1–C2 fixed conditions. 相似文献
98.
Andrew Bennie Edel Langan 《International journal of qualitative studies in education》2013,26(8):970-988
School physical education (PE) experiences play a critical role in adolescents’ physical activity (PA) levels. Teachers are crucial to students’ initial experiences in PA; however, limited research has explored teachers’ perspectives about PA during PE using in-depth qualitative research techniques. We conducted interviews with 25 current Australian male and female PE teachers to investigate their perceptions about PA in secondary school PE (grades 7–12). Our findings indicated PA was a major focus for teachers during PE lessons; however, many physical and psychosocial factors underpinned practical classes. During PE lessons, PE teachers favoured game-based activities to promote PA while citing the traditional skill-drill approach as a strategy that limited PA. These findings highlight an ongoing shift in PE teaching towards a games-based approach and have several important implications for future teaching practice and research. 相似文献
99.
Alison Abraham 《Educational Action Research》2013,21(4):472-487
The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of power-relational, socio-cultural and epistemological conditions for effective teaching and learning. As the teacher in this classroom, I focus on how power-relational conditions play out. To activate the power conditions, I used a teaching principle in Teaching English to Speakers of Other Languages (TESOL)-negotiated interaction to reduce power-based mismatches between participants in a teaching or learning relationship in my classroom, drawing upon Kumaravadivelu’s work on post-method pedagogy for TESOL; that is, not being bound by any specific method of teaching. In analysing the different types of power that were operational in my classroom, wider implications of power that operate beyond the classroom level and how they impacted teaching and learning decisions were found to be highly illuminating. The action research methodology used for this study enabled me to reflect critically on my detailed diary recordings and student letter and interview collections, which in turn impacted on my teaching decisions as each teaching cycle was completed. My reflections also help shape my evolving identity as a teacher-researcher throughout this ongoing Malaysian action research journey. 相似文献
100.
Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution. 相似文献