全文获取类型
收费全文 | 5100篇 |
免费 | 52篇 |
国内免费 | 11篇 |
专业分类
教育 | 3735篇 |
科学研究 | 413篇 |
各国文化 | 102篇 |
体育 | 399篇 |
综合类 | 1篇 |
文化理论 | 49篇 |
信息传播 | 464篇 |
出版年
2021年 | 40篇 |
2020年 | 60篇 |
2019年 | 111篇 |
2018年 | 130篇 |
2017年 | 138篇 |
2016年 | 161篇 |
2015年 | 99篇 |
2014年 | 113篇 |
2013年 | 1241篇 |
2012年 | 92篇 |
2011年 | 112篇 |
2010年 | 102篇 |
2009年 | 106篇 |
2008年 | 125篇 |
2007年 | 98篇 |
2006年 | 85篇 |
2005年 | 103篇 |
2004年 | 97篇 |
2003年 | 82篇 |
2002年 | 101篇 |
2001年 | 72篇 |
2000年 | 73篇 |
1999年 | 77篇 |
1998年 | 45篇 |
1997年 | 59篇 |
1996年 | 53篇 |
1995年 | 56篇 |
1994年 | 55篇 |
1993年 | 48篇 |
1992年 | 56篇 |
1991年 | 75篇 |
1990年 | 60篇 |
1989年 | 52篇 |
1988年 | 39篇 |
1987年 | 61篇 |
1986年 | 49篇 |
1985年 | 60篇 |
1984年 | 58篇 |
1983年 | 63篇 |
1982年 | 50篇 |
1981年 | 52篇 |
1980年 | 36篇 |
1979年 | 54篇 |
1978年 | 61篇 |
1977年 | 50篇 |
1976年 | 37篇 |
1975年 | 42篇 |
1974年 | 28篇 |
1973年 | 33篇 |
1971年 | 26篇 |
排序方式: 共有5163条查询结果,搜索用时 0 毫秒
191.
Are our college and university theatres reluctant to act upon their obligation to tomorrow's playwrights? This article, based on a national survey, shows the attitude of the Central States area toward this problem. 相似文献
192.
Corporal punishment use in schools has decreased significantly over the past several decades; however, little research has explored the implications of such reductions in corporal punishment use. Theoretically, reducing or banning the use of corporal punishment could alter student and teacher behavior, resulting in changes in rates of other forms of discipline, such as suspension. Using nationally representative, longitudinal data from the Civil Rights Data Collection, this study estimates the relationship between corporal punishment use and suspension rates. Results from a series of fixed effects regression models suggest that reduced use or elimination of corporal punishment predicts lower rates of suspension overall but may predict higher rates of suspension in school districts serving larger proportions of racial minority students. Implications of these findings for current policy discussions around corporal punishment bans and for racial equity in school discipline are discussed. 相似文献
193.
Kenneth Tobin Leonie Rennie Grady Venville Hye-Eun Chu Peter Fensham James Gallagher Reinders Duit Wolfgang Graeber Ed van den Berg Brian Hand Stephen Ritchie Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. 相似文献
194.
195.
196.
Lawrence GR Gottwald VM Hardy J Khan MA 《Research quarterly for exercise and sport》2011,82(3):431-441
In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis. 相似文献
197.
Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments. 相似文献
198.
199.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
200.
Educational Studies in Mathematics - 相似文献