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51.
52.
Simpson W.L. Wong Him Cheung Mo Zheng Xiujie Yang Catherine McBride Connie Suk-Han Ho Judy Sze-Man Leung Bonnie Wing-Yin Chow Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons. 相似文献
53.
In this paper, we propose that successful education needs to fulfil three purposes while being cognisant of time and context: (a) learning, (b) lifework and (c) well-being. An education system is successful if it can develop future-ready individuals who will continue to learn beyond graduation, take on future lifework, and thrive in a changing society and environment. The future is context-situated and context-dependent. We have chosen to examine the economic, social and environmental context of Singapore to provide insight on the values, skills and knowledge that are required of future-ready learners according to the three purposes. We have compared the trajectories of other high-income nations with those of Singapore. Traditional teaching and learning practices no longer serve us well in the new realities that emerge. Education practices need to evolve in tandem to meet the demands of the 21st century. The roles that school leaders play include creating teaching and learning environments where these practices can be implemented. In our review of leadership practices and concepts, we have found that it is important for school leaders to question existing assumptions of teaching, learning and leadership practices in order to advance the development of 21st century skills, knowledge, values, and habits in learners. 相似文献
54.
Xue Wang Yuetong Wang Zhaoyuan Fang Hua Wang Jian Zhang Longfu Zhang Hsinyi Huang Zhonglin Jiang Yujuan Jin Xiangkun Han Shenda Hou Bin Zhou Feilong Meng Luonan Chen Kwok-Kin Wong Jinfeng Liu Zhiqi Zhang Xin Zhang Haiquan Chen Yihua Sun Liang Hu Hongbin Ji 《国家科学评论(英文版)》2021,8(10)
Somatic mutations of the chromatin remodeling gene ARID2 are observed in ∼7% of human lung adenocarcinomas (LUADs). However, the role of ARID2 in the pathogenesis of LUADs remains largely unknown. Here we find that ARID2 expression is decreased during the malignant progression of both human and mice LUADs. Using two KrasG12D-based genetically engineered murine models, we demonstrate that ARID2 knockout significantly promotes lung cancer malignant progression and shortens overall survival. Consistently, ARID2 knockdown significantly promotes cell proliferation in human and mice lung cancer cells. Through integrative analyses of ChIP-Seq and RNA-Seq data, we find that Hspa1a is up-regulated by Arid2 loss. Knockdown of Hspa1a specifically inhibits malignant progression of Arid2-deficient but not Arid2-wt lung cancers in both cell lines as well as animal models. Treatment with an HSPA1A inhibitor could significantly inhibit the malignant progression of lung cancer with ARID2 deficiency. Together, our findings establish ARID2 as an important tumor suppressor in LUADs with novel mechanistic insights, and further identify HSPA1A as a potential therapeutic target in ARID2-deficient LUADs. 相似文献
55.
Lung-Hsiang Wong 《Technology, Pedagogy and Education》2016,25(1):61-77
This paper reports a novel, mobile-assisted, game-based learning design for Chinese character learning. In playing the ‘Chinese-PP’ game in a 1:1 (one-device-per-student) setting, each of the 31 target students in Primary 3 (9 years old) is assigned a Chinese character component. A student may make use of his/her own and peers’ character components to form a legitimate Chinese character, and invite the peers with matching components to join his/her group. The intention is to assist the students in developing general orthographic awareness (understanding the structures of Chinese characters) through social negotiation. In this paper, the students’ collaborative learning processes in three game sessions were analysed. The relationships between students with varied learning styles and their game behaviours and learning gains were unveiled as a result. Through the Chinese-PP learning activities that stimulated active peer coaching and social learning, we found that all the target students became active learning participants and achieved high learning gains in the last game session. Recommendations for the future development of such a novel learning approach will also be given. 相似文献
56.
Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study 总被引:1,自引:0,他引:1
Robert M. Klassen Wan Har Chong Vivien S. Huan Isabella Wong Allison Kates Wanwisa Hannok 《Teaching and Teacher Education》2008
A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs. 相似文献
57.
Peter A. Creed Oi Yin Wong Michelle Hood 《International Journal for Educational and Vocational Guidance》2009,9(3):189-203
The study tested the relationship between occupational aspirations/expectations (type and status) and decision-making difficulties,
efficacy and career barriers in 498 Chinese high school students. Males aspired to investigative and enterprising types, but
expected realistic and enterprising ones; females aspired to enterprising and conventional types, but expected conventional
and social ones. Students with aspirations/expectations type discrepancies were more likely to be higher achieving females;
those with aspirations/expectations status discrepancies had poorer academic achievement, less confidence and perceived more
barriers. 相似文献
58.
59.
Sammy King-fai Hui Frankie Ka-ki Cheung Yama Yuk-ngo Wong 《Asia Pacific Journal of Education》2004,24(2):205-224
With the return of its sovereignty to the People's Republic of China (PRC) on 1 July 1997, Hong Kong attained a new political status as a Special Administrative Region. Hong Kong students, under British rule, had long been receiving de-politicised education, and a sense of belonging to China was limited to the cognitive domain of Chinese history. The ideal of promoting national identity, underpinned in the current civic education curriculum, is proving to be a difficult task. While much literature has documented how curriculumbased educational practices fail to instil students with such an identity, little study has been undertaken to suggest effective alternatives and to examine how they work. This paper reports a study investigating the impact of study trips on developing students' national identity. Through observation and interviews, it takes an in-depth look into students' experience, into how they identify with a Chinese identity. Results indicate that though the study trips help to nurture the cognitive and affective dimensions of national identity, there are limits and possibilities involved. This paper concludes with reminders which teachers should have taken into account when thinking of using co-curricular activities to address the legitimate need of fostering nationalistic education. 相似文献
60.
Instructional leadership practices in Singapore 总被引:1,自引:0,他引:1
Foo Seong David Ng Thanh Dong Nguyen Koon Siak Benjamin Wong Kim Weng William Choy 《School Leadership & Management》2015,35(4):388-407
This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role in defining the school vision and promoting the school climate. However, in the areas of curriculum implementation and classroom instruction, the middle management team in the school played more active roles as compared to principals. Five broad conclusions were discussed to provide perspectives on instructional leadership practices in Singapore. This paper also highlighted limitations on current instructional leadership research in Singapore and pointed to areas of future research. 相似文献