全文获取类型
收费全文 | 2154篇 |
免费 | 30篇 |
国内免费 | 1篇 |
专业分类
教育 | 1681篇 |
科学研究 | 78篇 |
各国文化 | 28篇 |
体育 | 183篇 |
综合类 | 1篇 |
文化理论 | 18篇 |
信息传播 | 196篇 |
出版年
2022年 | 15篇 |
2021年 | 22篇 |
2020年 | 31篇 |
2019年 | 53篇 |
2018年 | 88篇 |
2017年 | 94篇 |
2016年 | 94篇 |
2015年 | 46篇 |
2014年 | 62篇 |
2013年 | 462篇 |
2012年 | 60篇 |
2011年 | 60篇 |
2010年 | 41篇 |
2009年 | 54篇 |
2008年 | 49篇 |
2007年 | 47篇 |
2006年 | 38篇 |
2005年 | 33篇 |
2004年 | 32篇 |
2003年 | 29篇 |
2002年 | 34篇 |
2001年 | 26篇 |
2000年 | 35篇 |
1999年 | 17篇 |
1998年 | 19篇 |
1997年 | 32篇 |
1996年 | 22篇 |
1994年 | 21篇 |
1993年 | 32篇 |
1992年 | 26篇 |
1991年 | 34篇 |
1990年 | 22篇 |
1989年 | 31篇 |
1988年 | 23篇 |
1987年 | 34篇 |
1986年 | 24篇 |
1985年 | 13篇 |
1983年 | 20篇 |
1982年 | 16篇 |
1981年 | 15篇 |
1980年 | 18篇 |
1979年 | 23篇 |
1978年 | 26篇 |
1977年 | 20篇 |
1976年 | 17篇 |
1975年 | 12篇 |
1974年 | 19篇 |
1973年 | 17篇 |
1971年 | 14篇 |
1967年 | 11篇 |
排序方式: 共有2185条查询结果,搜索用时 15 毫秒
991.
The cognitive mechanisms involved in spatial choice when access to visual cues is restricted were examined in three experiments using male rats. A specially constructed radial-arm maze was used, in which extramaze visual cues could not be perceived from the central arena, but could be perceived from the maze arms. Choices were very accurate when the maze was not rotated during each trial, but inaccurate when the maze was rotated. This suggests that intramaze cues were involved in the control of choices. However, the data clearly showed that choices were not simply controlled by intramaze cues. Rather, control by intramaze cues interacted in a more complex manner with representations of the spatial locations of goals. Such spatial representations were involved in the control of choice despite the absence of visual spatial cues at the time choices were made. 相似文献
992.
993.
994.
Nortvedt Guri A. Wiese Eline Brown Martin Burns Denise McNamara Gerry O’Hara Joe Altrichter Herbert Fellner Magdalena Herzog-Punzenberger Barbara Nayir Funda Taneri Pervin Oya 《Educational Assessment, Evaluation and Accountability》2020,32(1):5-27
Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In... 相似文献
995.
Patricia M. King Marie Kendall Brown Nathan K. Lindsay Jones R. Vanhecke 《About Campus》2007,12(4):2-9
Researchers completing a study of liberal arts education sought to identify learning outcomes associated with both wisdom and citizenship. They have synthesized these themes into seven outcomes that facilitate effective student learning and development. 相似文献
996.
This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice. 相似文献
997.
998.
Corinna F. Grindle Clodagh Murray Richard P. Hastings Tom Bailey Helen Forster Sabia Taj Andreas Paris Michael Lovell Freddy Jackson Brown J. Carl Hughes 《Journal of Research in Special Educational Needs》2021,21(4):334-344
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty-five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre- and post-intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post-intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID. 相似文献
999.
Russell Tytler 《International Journal of Science Education》2013,35(8):901-927
Case studies have been constructed of primary school children's developing explanations of a range of air pressure phenomena. A range of conceptions relating to air pressure have been identified, and insights gained concerning the way these interrelate over time and over context. It was found that children are naturally generative in their construction of explanations, but that they use conceptions in quite complex and fluid ways. It is argued that naive conceptions maintain a valuable function as intuitive recognition elements that feed more sophisticated conceptions, and that generating a satisfying explanation for a phenomenon can involve having access to a range of interrelated conceptions. A range of contextual factors were identified, which influence the construction of explanations, and can act as barriers to the application of scientific conceptions. 相似文献
1000.