全文获取类型
收费全文 | 7114篇 |
免费 | 77篇 |
国内免费 | 6篇 |
专业分类
教育 | 5172篇 |
科学研究 | 423篇 |
各国文化 | 123篇 |
体育 | 592篇 |
综合类 | 5篇 |
文化理论 | 73篇 |
信息传播 | 809篇 |
出版年
2021年 | 47篇 |
2020年 | 82篇 |
2019年 | 151篇 |
2018年 | 147篇 |
2017年 | 202篇 |
2016年 | 185篇 |
2015年 | 137篇 |
2014年 | 143篇 |
2013年 | 1777篇 |
2012年 | 149篇 |
2011年 | 149篇 |
2010年 | 136篇 |
2009年 | 141篇 |
2008年 | 174篇 |
2007年 | 173篇 |
2006年 | 140篇 |
2005年 | 128篇 |
2004年 | 129篇 |
2003年 | 125篇 |
2002年 | 118篇 |
2001年 | 79篇 |
2000年 | 101篇 |
1999年 | 79篇 |
1998年 | 75篇 |
1997年 | 77篇 |
1996年 | 82篇 |
1995年 | 75篇 |
1994年 | 88篇 |
1993年 | 84篇 |
1992年 | 82篇 |
1991年 | 87篇 |
1990年 | 86篇 |
1989年 | 86篇 |
1988年 | 76篇 |
1987年 | 67篇 |
1986年 | 83篇 |
1985年 | 67篇 |
1984年 | 71篇 |
1983年 | 100篇 |
1982年 | 76篇 |
1981年 | 75篇 |
1980年 | 71篇 |
1979年 | 66篇 |
1978年 | 87篇 |
1977年 | 71篇 |
1976年 | 52篇 |
1975年 | 61篇 |
1973年 | 50篇 |
1972年 | 42篇 |
1970年 | 48篇 |
排序方式: 共有7197条查询结果,搜索用时 15 毫秒
121.
Kikumi K. Tatsuoka Robert L. Linn Maurice M. Tatsuoka Kentaro Yamamoto 《Journal of Educational Measurement》1988,25(4):301-319
The present study investigates the degree to which item "bias" techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in students' problem-solving strategies. A large group of junior high school students who took a test on subtraction of fractions was divided into two subgroups judged by the rule-space model to be using different problem-solving strategies. It was confirmed by use of Mantel-Haenszel (MH) statistics that these subgroups showed different performances on items with different underlying cognitive tasks. We note that, in our case, we are far from faulting items that show differential item functioning (D1F) between two groups defined in terms of different solution strategies. Indeed, they are "desirable" items, as explained in the discussion section 相似文献
122.
In Experiment 1, male rats were exposed to either aggressive (i.e., alpha) or nonaggressive conspecific colonies and tested 24 h later, with or without alpha odors, for freezing behavior and burying of a wall prod that had been the source of a brief electric shock. The results indicated that prior defeat experience and the presence of alpha odors alone during testing had no significant effects, but the combination of prior defeat and alpha-odor testing significantly decreased burying and increased freezing behavior. In Experiment 2, we examined the effects of noncontact exposure to a cat, as a predatory Stressor, during subsequent prod-shock tests involving the presence or absence of cat odors. Exposure to a cat failed to disrupt later prod burying and did not produce freezing. However, the presence of cat odors during testing significantly reduced the amount of defensive burying,without resulting in an increment in freezing. In Experiment 3, rats were given 1, 5, or 30 inescapable preshocks in the presence of either cat odors or a hedonically neutral citronella odor and were tested 24 h later for prod burying and freezing with or without these odors. Both the cat and the citronella odors resulted in a significant reduction in burying and an increase in freezing for rats given 5 and 30 preshocks and tested in the presence of these respective conditioned odors. For the groups that were given 5 preshocks, preshock and later testing in the presence of cat odors resulted in significantly less prod burying and more freezing than for rats that were preshocked and tested in the presence of citronella. The findings of these three ethoexperimental studies are discussed in terms of the learned-helplessness theory, the stress-coping-fear-defense (SCFD) theory, and the concept of selective CS-US associability. 相似文献
123.
Linda Dickey Linda Jaco Margaret Williams Nancy Sager Tany Slay 《International Journal of Disability, Development & Education》1983,30(3):185-189
The Behavior Intervention Centres are part of the Houston Independent School District's (HISD) Special Education Department. Their purpose is to provide educational services to elementary and secondary students, aged 3 through 21, who exhibit either severely aggressive or severely withdrawn behaviours. This article describes a formalized follow‐up service considered by the authors to be a critical component of the BIC program. 相似文献
124.
How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere. 相似文献
125.
126.
Robert B. Bums 《The Australian Educational Researcher》1989,16(4):69-78
One hundred and eighty-one teacher training students sat three attitude measuring instruments to investigate the relationships between attitudes to self, attitudes to others and attitudes to educational practices. Clinical studies within the ambit of Rogerian psychotherapy suggest that a relationship between self and other attitudes should be positive. Substantial and statistically significant positive correlations, in the order of p<0.01, emerged consistently in this study between attitudes to self and attitudes to a range of others and to progressive child centred educational practices. Self acceptance level would seem to be an index of attitudes to a wide range of others. This relationship provides a principle of utmost importance for human relationships since the application of psychological processes to enhance the self concept should facilitate as a corollary a decrease in interpersonal tensions and inter group conflict. This relationship is of particular consequence in the teaching context since teaching is a sharing of self with others. The results of the study suggest that those with low self acceptance prefer (p<0.01) to avoid close encounters with pupils and prefer a more traditional formal teaching style. 相似文献
127.
128.
Homework gives students an opportunity to practice important college‐level physics skills. A switch to Web‐based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus‐ and algebra‐based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end‐of‐the‐chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web‐based homework could enable exercises with greater pedagogical value are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1050–1071, 2003 相似文献
129.
In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an online survey to express their decision-making process when faced with ethical dilemmas relating to student assessment. Based on the literature and the educators’ written responses to the scenarios, elements to consider in an ethics decision-making model related to student assessment include the following: (1) the critical incident giving rise to the ethical dilemma; (2) identification of the conflict elements; (3) decisions about the ethicality of the elements; (4) justification of the decisions; (5) implications; and (6) alternative suggestions. This model offers guidance to educators in considering the dimensions of an ethical dilemma in assessment prior to making a decision. 相似文献
130.
Discrimination performance was investigated with pigeons using feature negative (FN) discrimination procedures which differed in the temporal arrangement of the stimuli on S? trials. In both procedures, a single common element was presented on reinforced (S+) trials. In thesimultaneous FN procedure, a distinguishing element was presented simultaneously with the common element of S? trials. In thesequential FN procedure, the distinguishing element preceded onset of the common element on S? trials. In two experiments, the sequential FN procedure yielded better discrimination performance. In Experiment 1, a summation test designed to separate learning and performance variables indicated that sequential FN subjects had learned the negative relationship between the distinguishing element and reinforcement while simultaneous FN subjects had not. In Experiment 2, summation and acquisition tests indicated that the distinguishing element developed inhibitory properties in the sequential FN procedure but not in the simultaneous FN procedure. 相似文献