全文获取类型
收费全文 | 305篇 |
免费 | 10篇 |
专业分类
教育 | 213篇 |
科学研究 | 18篇 |
各国文化 | 1篇 |
体育 | 47篇 |
文化理论 | 6篇 |
信息传播 | 30篇 |
出版年
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 14篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 6篇 |
2014年 | 7篇 |
2013年 | 61篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1971年 | 6篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1912年 | 1篇 |
1897年 | 1篇 |
1895年 | 1篇 |
1890年 | 1篇 |
1885年 | 1篇 |
1844年 | 1篇 |
排序方式: 共有315条查询结果,搜索用时 31 毫秒
241.
Ravit Golan Duncan Hava Bresler Freidenreich Clark A. Chinn Andrew Bausch 《Research in Science Education》2011,41(2):147-167
Genetics is the cornerstone of modern biology and understanding genetics is a critical aspect of scientific literacy. Research
has shown, however, that many high school graduates lack fundamental understandings in genetics necessary to make informed
decisions or to participate in public debates over emerging technologies in molecular genetics. Currently, much of genetics
instruction occurs at the high school level. However, recent policy reports suggest that we may need to begin introducing
aspects of core concepts in earlier grades and to successively develop students’ understandings of these concepts in subsequent
grades. Given the paucity of research about genetics learning at the middle school level, we know very little about what students
in earlier grades are capable of reasoning about in this domain. In this paper, we discuss a research study aimed at fostering
deeper understandings of molecular genetics at the middle school level. As part of the research we designed a two-week model-based
inquiry unit implemented in two 7th grade classrooms (N = 135). We describe our instructional design and report results based on analysis of pre/post assessments and written artifacts
of the unit. Our findings suggest that middle school students can develop: (a) a view of genes as productive instructions
for proteins, (b) an understanding of the role of proteins in mediating genetic effects, and (c) can use this knowledge to
reason about a novel genetic phenomena. However, there were significant differences in the learning gains in both classrooms
and we provide speculative explanations of what may have caused these differences. 相似文献
242.
Duncan D. Nulty 《Assessment & Evaluation in Higher Education》2011,36(5):493-507
This paper reviews the literature about peer and self‐assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first‐year students are involved in many of the studies that report on the use of peer and self‐assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self‐assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self‐assessment, and specific features of first‐year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self‐assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self‐assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self‐assessment in the first year of university study. 相似文献
243.
Scientific Habits of Mind in Virtual Worlds 总被引:8,自引:6,他引:2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
244.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1997,10(1):34-54
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
245.
246.
A survey of 421 high school females was conducted to determine the prevalence of the binge/purge practice, bulimia, an eating disorder. Teenage vomiters in this study were found to have higher levels of somatic symptoms, anxiety, social dysfunction, and depression than did nonvomiters. They were also found to have disturbed attitudes toward food, eating, and dieting. Of the vomiters, 58% scored above the threshold score that indicates the presence of psychological and behavioral symptoms characteristic of anorexia nervosa. The findings provide information useful to school personnel who work with the social, behavioral, and academic problems of adolescents. 相似文献
247.
248.
This study examined differences in children’s body mass index (BMI) and body fatness (BF%) as a function of gender and fundamental movement skill (FMS) proficiency. Following ethics approval and parental consent, 248, 6–11 year-old children (112 boys, 136 girls) underwent assessment of 7 FMS: sprint run, side gallop, hop, kick, catch, throw and vertical jump. FMS tertiles (“high”, “medium” or “low” FMS) were created based on the summed components of the FMS. Skinfold measures were used to calculate BF%. Physical activity (PA) was assessed using pedometry and maturation predicted using anthropometry. Data were analysed using a 2 (Gender) × 3 (FMS tertile) ways analysis of covariance (ANCOVA), controlling for age, maturation and PA. Age (P = .001) and maturation (P = .006) were associated with BMI. Girls classified as high FMS proficiency had significantly lower BMI compared to girls with low and medium FMS proficiency. Age (P = .0001) and maturation (P = .007) were associated with BF%. BF% was also higher for girls with low FMS compared to those with medium and high FMS. BF% and BMI were not different across FMS tertile in boys. Such findings suggest focusing on FMS may be especially important for healthy weight, particularly in girls. 相似文献
249.
250.
Michael J. Duncan Alexandra P. Dobell Chloe L. Caygill Emma Eyre Jason Tallis 《European Journal of Sport Science》2019,19(1):103-111
AbstractThe current study examined the effect of acute caffeine ingestion on mean and peak power production during upper body Wingate test (WANT) performance, rating of perceived exertion, readiness to invest effort and cognitive performance. Using a double-blind design, 12 males undertook upper body WANTs, following ingestion of caffeine (5?mg*kg?1) or placebo. Pre-substance ingestion, 60?mins post substance ingestion and post exercise participants completed measures of readiness to invest physical and mental effort and cognitive performance. Peak power was significantly higher (P?=?.026), fatigue index greater (P?=?.02) and rating of perceived exertion lower (P?=?.025) in the presence of caffeine. Readiness to invest physical effort was also higher (P?=?.016) in the caffeine condition irrespective of time point (pre, 60?mins post ingestion and post exercise). Response accuracy for incongruent trials on the Flanker task was superior in the presence of caffeine (P?=?.006). There was a significant substance?×?time interaction for response speed in both congruent and incongruent conditions (both P?=?.001) whereby response speeds were faster at 60?mins post ingestion and post exercise in the caffeine condition, compared to placebo. This is the first study to examine the effects of caffeine ingestion on this modality of exercise and suggests that caffeine ingestion significantly enhances peak power, readiness to invest physical effort, and cognitive performance during WANT performance. 相似文献