全文获取类型
收费全文 | 634篇 |
免费 | 1篇 |
专业分类
教育 | 508篇 |
科学研究 | 33篇 |
各国文化 | 16篇 |
体育 | 5篇 |
信息传播 | 73篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 9篇 |
2017年 | 18篇 |
2016年 | 13篇 |
2015年 | 13篇 |
2014年 | 13篇 |
2013年 | 127篇 |
2012年 | 20篇 |
2011年 | 13篇 |
2010年 | 23篇 |
2009年 | 15篇 |
2008年 | 17篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 14篇 |
2004年 | 14篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 11篇 |
1998年 | 8篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 11篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 12篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 16篇 |
1978年 | 9篇 |
1976年 | 8篇 |
1975年 | 10篇 |
1974年 | 5篇 |
1971年 | 3篇 |
1970年 | 3篇 |
1968年 | 4篇 |
1866年 | 3篇 |
排序方式: 共有635条查询结果,搜索用时 31 毫秒
81.
82.
Kim A. H. Cordewener Fred Hasselman Ludo Verhoeven Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability. 相似文献
83.
This special issue consists of six theoretical papers and an introduction. Each paper describes a current advance to the applications
and focus of cognitive load theory (CLT). Four of the papers use an interdisciplinary approach outside of educational psychology
by combining CLT with elements of evolutionary biology, mirror neuron research, cognitive brain science, and the philosophy
of science. The remaining two papers use an intradisciplinary approach within educational psychology by applying CLT to self-regulation
and heuristic learning. This paper introduces CLT, overviews each contribution, and summarizes the main themes. 相似文献
84.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献
85.
Pavlo Antonenko Fred Paas Roland Grabner Tamara van Gog 《Educational Psychology Review》2010,22(4):425-438
Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational
psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive
load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when
measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review
of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from
hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data. 相似文献
86.
Joshua N. Baker Fred Spooner Lynn Ahlgrim‐Delzell Claudia Flowers Diane M. Browder 《Psychology in the schools》2010,47(5):501-513
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
87.
Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure
of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively
by Hugo (2008). This paper investigates issues with demographic change and other key factors related to the desirability of a science or
mathematics academic career within Australian universities. It draws on the findings of a research project undertaken in 2008
for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not
as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science
academics in Australia are a threat to the long-term sustainability of science faculties in Australian universities. 相似文献
88.
This paper examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa, resulting from several recent mergers of colleges of education and colleges of technology mainly serving formerly disadvantaged students and schools. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Professional identities could be strengthened by a faculty-wide debate on the specific profile of teacher education in a University of Technology, resulting also in an agreed research ethos. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise. 相似文献
89.
IPv4/IPv6的共存与过渡 总被引:1,自引:0,他引:1
Fred Baker 《中国教育网络》2009,(5):28-29
因特网正面临从传统1Pv4到IPv6的转变以及一段时期的共存。本文是一个技术人员结合IETF的工作对IP和IP网络的发展道路的看法。 相似文献
90.
Sharief Hendricks David Karpul Fred Nicolls Michael Lambert 《Journal of sports sciences》2013,31(12):1215-1224
Abstract The velocity and acceleration at which the ball-carrier or tackler enters the tackle may contribute to winning the contest and prevailing injury free. Velocity and acceleration have been quantified in controlled settings, whereas in match-play it has been subjectively described. The purpose of this study was to determine the velocity and acceleration of the ball-carrier and tackler before contact during match-play in three competitions (Super 14, Varsity Cup, and Under-19 Currie Cup). Using a two-dimensional scaled version of the field, the velocity and acceleration of the ball-carrier and tackler were measured at every 0.1 s to contact for 0.5 s. For front-on tackles, a significant difference (P < 0.05) between the ball-carrier (4.6 ± 1 m · s–1) and tackler (7.1 ± 3.5 m · s–1) was found at the 0.5 s time to contact interval in the Varsity Cup. For side-on tackles, differences between the two opposing players were found at 0.5 s (ball-carrier: 4.6 ± 1.7 m · s–1; tackler: 3.1 ± 1.2 m · s–1) and 0.4 s (ball-carrier: 6.3 ± 2.3 m · s–1; tackler: 3.7 ± 1.6 m · s–1) at Under-19 level. After 0.4 s, no significant differences (P > 0.05) were evident. Also, the ball-carrier's velocity over the 0.5 s was relatively stable compared with that of the tackler. Results suggest that tacklers adjust their velocity to reach a suitable relative velocity before making contact with the ball-carrier. 相似文献