全文获取类型
收费全文 | 786篇 |
免费 | 18篇 |
国内免费 | 2篇 |
专业分类
教育 | 454篇 |
科学研究 | 66篇 |
各国文化 | 33篇 |
体育 | 136篇 |
文化理论 | 7篇 |
信息传播 | 110篇 |
出版年
2023年 | 10篇 |
2022年 | 8篇 |
2021年 | 14篇 |
2020年 | 29篇 |
2019年 | 47篇 |
2018年 | 48篇 |
2017年 | 51篇 |
2016年 | 49篇 |
2015年 | 24篇 |
2014年 | 21篇 |
2013年 | 153篇 |
2012年 | 20篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 15篇 |
2008年 | 15篇 |
2007年 | 20篇 |
2006年 | 22篇 |
2005年 | 22篇 |
2004年 | 7篇 |
2003年 | 9篇 |
2002年 | 12篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 8篇 |
1992年 | 4篇 |
1991年 | 7篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1984年 | 3篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1978年 | 9篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1972年 | 3篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1964年 | 4篇 |
1957年 | 3篇 |
排序方式: 共有806条查询结果,搜索用时 0 毫秒
71.
72.
This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on individual students in introductory economics classes at a large public university. We note that the instructors of these classes made conscientious efforts to write CR questions that assessed higher levels of learning (Bloom, 1956). Despite this, we find relatively little difference in grade outcomes. Our analysis suggests that switching from an all-CR assessment to an all-MC assessment would produce grade variations that are similar to the differences that are observed for students across different tests. Although other studies have focused on test scores, frequently AP test scores, our study is the first to focus attention on university grades. We hope that our inability to identify substantial benefits to CR questions in terms of grades will stimulate further research to identify substantive benefits from using the more costly CR questions. 相似文献
73.
74.
ABSTRACTCharles Spearman and L. L. Thurstone were pioneers in the field of intelligence. They not only developed methods to assess and understand intelligence, but also developed theories about its structure and function. Methodologically, their approaches were not that distinct, but their theories of intelligence were philosophically very different – and this difference is still seen in modern approaches to intellectual assessment. In this article, we describe their theories of intelligence and then trace how these theories have influenced the development and use of intelligence instruments, paying particular attention to score interpretation. 相似文献
75.
76.
Nicholas Tucker 《Children‘s Literature in Education》2006,37(3):199-210
While stories with a depressing message are now common for teenagers, resistance to them remains where smaller children are concerned. But is this more a case of the publishers and providers concerned protecting their own particular image of childhood? This article looks at the case for books that also convey a sense of sadness to infants, starting with the stories of Hans Andersen and ending with some of the challenging picture books published more recently. 相似文献
77.
78.
Alvaro Jordan Aaron D. Knochel Nicholas Meisel Kelsey Reiger Swapnil Sinha 《The International Journal of Art & Design Education》2021,40(1):52-65
Combining the excitement from the maker movement and the novel creation of deployable makerspaces, we review the development of the Mobile Atelier for Kinaesthetic Education (MAKE) 3D. MAKE 3D is a mobile makerspace platform that can be deployed anywhere there is electricity to create a curricular spectacle of digital fabrication in particular additive manufacturing or what is more commonly referred to as 3D printing. Our project combines this notion of curricular spectacle and a mobile makerspace platform, to develop strategies in how to meet the novice user almost anywhere and to entice them into a series of hands‐on activities that would give them a range of knowledge and aptitude for additive techniques in digital fabrication. We review the component parts of our Material to Form curriculum and explore thematic connections between the maker movement and art education including STEAM and interdisciplinarity; design thinking and kinaesthetic learning; and place‐based education and the mobile platform. Informal practices in art education and the mobile makerspace advances forms of place and kinaesthetic learning. Similar curricular setups are therefore encouraged to reinforce and expand prior knowledge, broaden participation and provide an adaptable learning space for STEAM initiatives. 相似文献
79.
The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to 30-month olds (N = 104) observed evidence that was consistent with two hypotheses, each occupying a different level of abstraction (individual vs. relational causation). Results suggest that adults and toddlers identified multiple candidate causes for an effect, held these possibilities in mind, and flexibly applied the appropriate hypothesis to inform subsequent inferences. These findings challenge previous suggestions that the ability to consider multiple alternatives does not emerge until much later in development. 相似文献
80.
Barbieri Christina Areizaga Booth Julie L. Begolli Kreshnik N. McCann Nicholas 《Instructional Science》2021,49(4):419-439
Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students... 相似文献