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991.
ChanMin Kim John M. Keller 《Educational technology research and development : ETR & D》2011,59(1):91-111
The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice
teachers’ motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an
educational technology course for preservice teachers was randomly assigned to one of two groups: one group which received
MVEM constructed based on audience analysis; and the other which received placebo email messages consisting of class activities
reminders without audience analysis. Results indicated that the group provided with MVEM showed higher volition and more positive
attitudes toward technology integration than the group provided with placebo messages even though there was no difference
in motivation or performance. These results suggest that MVEM can serve as an effective tool for facilitating preservice teachers’
positive attitudes toward technology integration. Implications for the design and development of interventions or systems
for technology integration are discussed and further research is recommended. 相似文献
992.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引:1,自引:0,他引:1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
993.
Hanna Kim 《Journal of Science Education and Technology》2011,20(6):803-814
This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school
students’ attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse
Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade
attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, “Green Earth
Enhanced with Inquiry and Technology.” We used pre- and post-attitude surveys, pre- and post-science content knowledge tests,
and selective interviews to collect data and measure changes in students’ attitudes and content knowledge. The study results
indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related
careers and increased their content knowledge of selected science concepts (p < .05). 相似文献
994.
The purpose of this article is to describe the crisis that exists in kindergarten today related to maintaining developmentally
and culturally appropriate practice while at the same time addressing the academic standards set forth by most states. In
Part I, three questions are posed, the answers to which seek to elucidate possible solutions to this dilemma. The questions
center on issues related to developmentally appropriate practice, intentional teaching, and assessment. Research and expert
opinion associated to each of these areas are discussed, and examples of classroom practice are used to illustrate the effective
implementation of these principles in a kindergarten classroom. 相似文献
995.
以初中生为研究对象,选取自我效能、乐趣、主观障碍、社会支持和学校环境等5个反映社会生态模型个体水平、人际水平和组织水平的因素,就其对青少年参与校内闲暇时间身体活动的影响进行分析.结果显示:午饭后身体活动强度(F=3.79,P<0.05)、持续时间(F=4.03,P<0.05)和对锻炼的乐趣(F=0.82,P<0.05)、学校政策与管理(F=10.67,P<0.05)认知存在显著的性别差异.自我效能(F=3.79,P<0.05)、过程障碍(F=6.43,P<0.01)和对运动场地与设施(F=10.95,P<0.01)的感知存在显著的年级差异.回归分析显示:自我效能(β=0.29,P<0.05)、老师社会支持(β=0.21,P<0.05)、学校绿化建设(β=0.13,P<0.05)对青少年参与校内闲暇时间身体活动的影响具有统计学意义.结论:学校应重视特定时段学生身体活动的组织和管理,尤其是对女生的组织和管理;自我效能、老师社会支持、学校绿化建设是影响青少年参与校内闲暇时间身体活动的主要因素. 相似文献
996.
This study compared newspaper frames of the 2013 Asiana Airlines crash in the three countries involved: the USA, Korea, and China. The results revealed distinct patterns of news coverage under the particular influence of national interests. The responsibility frame was the most frequently used, but the attribution of responsibility varied across the three countries. US newspapers overwhelmingly attributed the causation to pilot error, Korean media framed the causation as being open to multiple explanations, and Chinese newspapers were less likely to speculate about causation before the final official conclusion was reached. US and Korean media maintained a negative tone toward each other, while Chinese newspapers took a similar standpoint as the US media but were slightly less negative toward Korea. Further, divergence of news frames used across countries was associated with the different use of sources by different newspapers across countries. In particular, Korean media indicated reluctance to use US officials and a preference to cite alternative sources which offered diverse opinions regarding the attribution of responsibility. Finally, emotions of the crash stories varied by attributions of causation in Korean but not in the other countries’ news reports. 相似文献
997.
998.
As access to information becomes more intensive in society, a great deal of that information is becoming available through diverse channels. Accordingly, users require effective methods for accessing this information. Conversational agents can act as effective and familiar user interfaces. Although conversational agents can analyze the queries of users based on a static process, they cannot manage expressions that are more complex. In this paper, we propose a system that uses semantic Bayesian networks to infer the intentions of the user based on Bayesian networks and their semantic information. Since conversation often contains ambiguous expressions, the managing of context and uncertainty is necessary to support flexible conversational agents. The proposed method uses mixed-initiative interaction (MII) to obtain missing information and clarify spurious concepts in order to understand the intention of users correctly. We applied this to an information retrieval service for websites to verify the usefulness of the proposed method. 相似文献
999.
To resolve some of lexical disagreement problems between queries and FAQs, we propose a reliable FAQ retrieval system using query log clustering. On indexing time, the proposed system clusters the logs of users’ queries into predefined FAQ categories. To increase the precision and the recall rate of clustering, the proposed system adopts a new similarity measure using a machine readable dictionary. On searching time, the proposed system calculates the similarities between users’ queries and each cluster in order to smooth FAQs. By virtue of the cluster-based retrieval technique, the proposed system could partially bridge lexical chasms between queries and FAQs. In addition, the proposed system outperforms the traditional information retrieval systems in FAQ retrieval. 相似文献
1000.
Effective schools should be superior in both enhancing students’ achievement levels and reducing the gap between high- and
low-achieving students in the school. However, the focus has been placed mainly on schools’ achievement levels in most school
effect studies. In this article, we focused our attention upon the school-specific achievement dispersion as well as achievement
level in determining effective schools. The achievement dispersion in a particular school can be captured by within-school
variance in achievement (σ2). Assuming heterogeneous within-school variance across schools in hierarchical modeling, it is possible to identify school
factors related to high achievement levels and a small gap between high- and low-achieving students. By analyzing data from
the TIMMS-R, we illustrated how to detect variance heterogeneity and how to find a systematic relationship between within-school
variance and school practice. In terms of our results, we found that schools with a high achievement level tended to be more
homogeneous in achievement dispersion, but even among schools with the same achievement level, schools varied in their achievement
dispersion, depending on classroom practices. 相似文献