全文获取类型
收费全文 | 761篇 |
免费 | 16篇 |
专业分类
教育 | 514篇 |
科学研究 | 28篇 |
各国文化 | 16篇 |
体育 | 100篇 |
文化理论 | 7篇 |
信息传播 | 112篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 45篇 |
2018年 | 36篇 |
2017年 | 43篇 |
2016年 | 34篇 |
2015年 | 25篇 |
2014年 | 26篇 |
2013年 | 174篇 |
2012年 | 23篇 |
2011年 | 24篇 |
2010年 | 16篇 |
2009年 | 17篇 |
2008年 | 16篇 |
2007年 | 23篇 |
2006年 | 25篇 |
2005年 | 15篇 |
2004年 | 9篇 |
2003年 | 10篇 |
2002年 | 10篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 13篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 11篇 |
1981年 | 11篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1971年 | 2篇 |
排序方式: 共有777条查询结果,搜索用时 0 毫秒
641.
642.
643.
David Fortus Marcus Kubsch Tom Bielik Joseph Krajcik Yaron Lehavi Knut Neumann Jeffrey Nordine Sebastian Opitz Israel Touitou 《科学教学研究杂志》2019,56(10):1341-1361
Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K-12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction-at-a-distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school. 相似文献
644.
645.
Tom Broos Isabel Hilliger Mar Pérez-Sanagustín Nyi-Nyi Htun Martijn Millecamp Paola Pesántez-Cabrera Lizandro Solano-Quinde Lorena Siguenza-Guzman Miguel Zuñiga-Prieto Katrien Verbert Tinne De Laet 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):938-954
Many Latin-American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this study we propose a coordination model to support future LA initiatives at scale. We explore the problem by comparing two cases in Belgium and Ecuador. Following up we use the LA implementation timeline as a driver for planning the interaction between the policymaking and implementation. We continue by testing an application of the model with LA experts predominantly from Latin-American institutions, asking them to map low-level items of the SHEILA policy framework to four implementation phases. The results of this mapping support that LA policy building can be spread over time, that it can coincide with LA implementation at scale, and that both efforts can be coordinated. It is hoped that this study will provide additional guidance for future Latin-American and other LA initiatives. 相似文献
646.
Effect of tennis racket parameters on a simulated groundstroke 总被引:1,自引:0,他引:1
Composite materials have given manufacturers the freedom to develop a broad range of tennis rackets, allowing them to change key parameters such as the structural stiffness, mass, and position of the balance point. The aim of this research was to determine how changing these parameters could affect ball resultant rebound velocity and spin for a simulated groundstroke. A finite element model of a freely suspended racket and strings was used to determine the effect of racket parameters for oblique spinning impacts at a range of locations on the stringbed. The finite element simulations were conducted in the laboratory frame of reference, where the ball is projected onto an initially stationary racket. The mean rebound velocity of the ball was 9% higher for a structurally stiff racket, 37% higher for a heavy racket, and 32% higher for a head-heavy racket. In addition, the mean rebound topspin of the ball was 23% higher for a heavy racket and 21% higher for a head-heavy racket. Therefore, in relation to a groundstroke with an impact location away from the node, the rebound velocity of the ball is likely to increase with the structural stiffness of a racket. The effect of changing the mass and position of the balance point is more complex, as it is dependent on the relationship between the transverse moment of inertia and maximum pre-impact swing velocity. 相似文献
647.
Wu T Gervais P Baudin P Bouffard M 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(4):351-360
In slo-pitch softball, the ball is delivered in an arc trajectory with a moderate velocity; hence, batters have time to adjust their stride technique based on the pitched ball location. The purpose of this study was to examine the influence of stride technique and pitched ball location on the mechanics of slo-pitch batting. A two-way ANOVA of two locations of pitch (inside and outside) x three strides (open, parallel, and closed) repeated measure study was conducted in this study. The results showed that the stride technique and pitched ball location did not have a consistent impact on the participants across different batting conditions, so the study recommends slo-pitch batters to explore different stride techniques when striking the ball. Further, to better understand the generalizability of the findings, the results indicated that participants were quite homogeneous as a group. Hence, coaches and educators may apply the findings from this study to other players with similar skill level. 相似文献
648.
Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery). 相似文献
649.
Tom Christensen 《Higher Education》2011,62(4):503-517
University governance reforms are very much a reflection of the broader New Public Management reforms that are focusing on
increasing efficiency in public organizations. The article deals with how university reform ideas of a generic nature, emphasizing
that universities should be treated and reformed like any other public organizations, are important and reflected in specific
reform measures. The special empirical focus is on that universities through reforms are changing their formal affiliation
to superior ministries in a more autonomous direction, implicating more autonomy in financial, management and decision-making
matters. One the other hand, universities are also through reforms more exposed to more report, scrutiny and control systems,
financial incentive systems, pressure to get resources from other sources than the government, cut-back management, etc. So
a main question in the analysis is whether universities, as traditionally having quite a lot of real autonomy, through the
reforms in fact are getting less autonomy, not more, like the reforms entrepreneurs often are promising. The analysis is based
on a transformational approach from organization theory, representing a combination of structural, cultural and environmental
factors of explanation for reforms processes and their effects. Empirically the article is based on the author’s own empirical
studies of university reform and reviews of comparative studies. 相似文献
650.
Natalie Romer N. Kathryn Ravitch Karalyn Tom Kenneth W. Merrell Katherine L. Wesley 《Psychology in the schools》2011,48(10):958-970
We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength‐based measure of positive social–emotional attributes and resilience—the Social–Emotional Assets and Resilience Scales (SEARS) cross‐informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self‐report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social–emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献