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941.
In an experiment designed to investigate individual differences in learning from written materials preceded by advance organizers, 89 fourth-grade subjects were randomly assigned to treatment conditions in which programmed material on insects was preceded by one of three introductory passages containing: (1) higher level generalizations and specific examples; (2) higher level generalizations without examples; or (3) a control passage. Membership in treatment groups was determined by random assignment. Criterion performances were immediate and delayed posttest performance and errors during instruction. Analysis of variance results of treatment effects showed that the three treatments were about equally effective in terms of promoting retention and program errors. Simple regression analysis of Aptitude × Treatment interactions disclosed that Otis-Lennon IQ scores interacted significantly with instructional treatments for program errors showing a negative relationship between IQ scores and the degree of structure provided by the advance organizers. 相似文献
942.
Atara Sivan Arie Cohen Dennis W. K. Chan Yee Wan Kwan 《Learning Environments Research》2017,20(2):189-198
The Questionnaire on Teacher Interaction (QTI) is a teacher–student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731 primary-school students in Hong Kong. The study revealed that the SSA solution fits the circumplex structure of the Model for Interpersonal Teacher Behavior and uncovered a two-dimensional solution yielding five sectors in a clockwise direction: Strict, Leadership-Helpful/Friendly-Understanding, Student Responsibility/Freedom, Uncertain, and Admonishing-Dissatisfied. While the Leadership-Helpful/Friendly-Understanding sector was the largest, the Student Responsibility/Freedom sector was the smallest, with few items constituting it. For the two dimensions, the vertical dimension was named Structure Clarity, with adherence to external structure (Strict sector) at one extreme and lack of structure (Uncertain sector and Student Responsibility/Freedom sector) at the other extreme. The horizontal axis was labelled Attitude Valence, with benevolent valence (Leadership sector, Helpful/Friendly sector and Understanding sector) at one end and malevolent valence (Admonishing sector and Dissatisfied sector) at the other end of the axis. The positioning of the five sectors in the present study is in line with the factor structure that was often found in previous research on the circumplex model. By presenting a somewhat different interpretation of the two dimensions and some additional items, we hope that future research will verify our suggestions across different sociocultural settings. 相似文献
943.
Elston MA 《New scientist (1971)》1992,134(1822):32-35
944.
Mary Ann B. Barta Unhai R. Ahn Joseph F. Gastright 《Studies in Educational Evaluation》1976,2(3):193-202
The purpose of this paper is to delineate several problems which arise when criterion-referenced test results are used to evaluate the effects of a specific educational treatment. Specifically, the paper deals with: (1) alternative methods of aggregating individual student and group data on objectives, (2) the sensitivity of the instrument to program outcomes, and (3) the comparisons of criterion-referenced test data and standardized (norm-referenced) achievement test data. 相似文献
945.
This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is argued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation. 相似文献
946.
Summary Diapering and feeding are two vitally important routines in meeting basic needs of infants. Such routine times provide opportunities
for enhancing infants' development through interaction with others. Feeding and diapering times are ideal for one-to-one interaction
with infants. Caregivers are encouraged to speak directly with children, asking questions and responding to infant vocalizations
with verbal and nonverbal (e.g., smile, head nod) communications. Adults can also label infant body parts as well as the items
used in the process of feeding and diapering. Singing simple songs and reciting rhymes can also be incorporated into routine
times.
Early childhood professionals educating and caring for infants are encouraged to review the procedures used in diapering and
feeding. Assessing whether procedures assure safe and healthy conditions for infants is an important component of quality
care. 相似文献
947.
The Effects of Systemic Family Violence on Children's Mental Health 总被引:15,自引:0,他引:15
This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology. 相似文献
948.
949.
This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant (p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education. 相似文献
950.