全文获取类型
收费全文 | 2760篇 |
免费 | 55篇 |
国内免费 | 3篇 |
专业分类
教育 | 1909篇 |
科学研究 | 156篇 |
各国文化 | 39篇 |
体育 | 365篇 |
综合类 | 1篇 |
文化理论 | 46篇 |
信息传播 | 302篇 |
出版年
2023年 | 8篇 |
2022年 | 18篇 |
2021年 | 25篇 |
2020年 | 58篇 |
2019年 | 103篇 |
2018年 | 123篇 |
2017年 | 133篇 |
2016年 | 122篇 |
2015年 | 71篇 |
2014年 | 90篇 |
2013年 | 605篇 |
2012年 | 84篇 |
2011年 | 84篇 |
2010年 | 67篇 |
2009年 | 72篇 |
2008年 | 85篇 |
2007年 | 97篇 |
2006年 | 69篇 |
2005年 | 74篇 |
2004年 | 68篇 |
2003年 | 76篇 |
2002年 | 57篇 |
2001年 | 49篇 |
2000年 | 43篇 |
1999年 | 37篇 |
1998年 | 32篇 |
1997年 | 28篇 |
1996年 | 31篇 |
1995年 | 32篇 |
1994年 | 29篇 |
1993年 | 39篇 |
1992年 | 24篇 |
1991年 | 28篇 |
1990年 | 18篇 |
1989年 | 21篇 |
1988年 | 22篇 |
1987年 | 19篇 |
1986年 | 17篇 |
1985年 | 14篇 |
1984年 | 20篇 |
1983年 | 13篇 |
1982年 | 14篇 |
1981年 | 17篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1977年 | 8篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1967年 | 5篇 |
排序方式: 共有2818条查询结果,搜索用时 15 毫秒
941.
John M. Downes Penny A. Bishop Meredith Swallow Mark Olofson Susan Hennessey 《Educational Action Research》2016,24(2):194-215
Technology’s rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students’ out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades years, when home technology use increases dramatically. The purpose of this research was to examine the experiences of teachers and students engaged in collaborative action research for middle school improvement in technology-rich settings. We begin by outlining our theoretical framework, emphasizing Fletcher’s Ladder of Student Involvement. We then describe our case-study design and methods. Findings are organized by action research components and a discussion of key themes follows. Finally, we consider the implications of this study for action research as a means of student involvement and teacher learning. 相似文献
942.
Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study 下载免费PDF全文
Jessica N. Byram Mark F. Seifert William S. Brooks Laura Fraser‐Cotlin Laura E. Thorp James M. Williams Adam B. Wilson 《Anatomical sciences education》2017,10(2):109-119
With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline‐based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109–119. © 2016 American Association of Anatomists. 相似文献
943.
Time-management skills are acknowledged to be important but there has been little actual research on this topic with students. In this study we examined the scores obtained from 293 first-year students of psychology on a British version of an American time-management scale. The students were divided into three age groups: traditional-entry students - aged less than 21 years (N = 172); borderline mature students - aged 21–25 years (N = 50) and older mature students - aged more than 25 years (N = 71). Our analyses indicated (i) that women students in general reported significantly greater time-management skills than did men students, and (ii) that our older mature students reported significantly better time-management skills than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale. 相似文献
944.
School Adjustment in Sixth Graders: Parenting Transitions, Family Climate, and Peer Norm Effects 总被引:2,自引:0,他引:2
This study examined whether sixth graders' (mean age = 11.86 years) adjustment to the school context (assessed by grades, achievement scores, and disruptive behavior) was affected by factors from both the family context (represented by students' reports of the number of parenting transitions experienced as well as current levels of supervision, acceptance, autonomy granting, and conflict in the family) and the peer context (represented by students' perceptions of peer norms supporting academic excellence). School adjustment was related to the number of parenting transitions experienced, family climate, and peer norms as well as to higher-order relations involving family climate and peer norms such that ( a ) high grade point averages occurred at only moderate levels of family supervision, ( b ) achievement scores were positively related to supervision at only low levels of family autonomy granting, and ( c ) grade point average was positively related to peer norms at only high levels of family acceptance. 相似文献
945.
Giulio E. Lancioni Mark F. O'Reilly Doretta Oliva 《International Journal of Disability, Development & Education》2001,48(3):303-312
Three adults with intellectual and visual disabilities were taught vocationally relevant tasks through the use of a self-operated verbal instruction system. During training, the system presented one verbal instruction per task step, individually. After training, the system presented instructions arranged in clusters/groups of two. Data showed that during training all participants achieved percentages of correct task performance exceeding 90. The subsequent use of instruction clusters was effective in maintaining high levels of correct performance for each adult, whereas a deterioration of performance occurred when instructions were not available. Implications of the findings are discussed. 相似文献
946.
947.
Anna Hiatt Gregory K. Davis Caleb Trujillo Mark Terry Donald P. French Rebecca M. Price Kathryn E. Perez 《CBE life sciences education》2013,12(3):494-508
To examine how well biology majors have achieved the necessary foundation in evolution, numerous studies have examined how students learn natural selection. However, no studies to date have examined how students learn developmental aspects of evolution (evo-devo). Although evo-devo plays an increasing role in undergraduate biology curricula, we find that instruction often addresses development cursorily, with most of the treatment embedded within instruction on evolution. Based on results of surveys and interviews with students, we suggest that teaching core concepts (CCs) within a framework that integrates supporting concepts (SCs) from both evolutionary and developmental biology can improve evo-devo instruction. We articulate CCs, SCs, and foundational concepts (FCs) that provide an integrative framework to help students master evo-devo concepts and to help educators address specific conceptual difficulties their students have with evo-devo. We then identify the difficulties that undergraduates have with these concepts. Most of these difficulties are of two types: those that are ubiquitous among students in all areas of biology and those that stem from an inadequate understanding of FCs from developmental, cell, and molecular biology. 相似文献
948.
YoonJung Cho Myoungsook Kim Marilla D. Svinicki Mark Lowry Decker 《Teaching in Higher Education》2013,18(3):267-279
The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These ‘teaching concerns’ were further analysed by examining their relationship with the value placed on them by the GTAs and the confidence in dealing with the teaching-related issues of concern. The results revealed that GTAs tend to have concerns about self, task or role/time/communication-related issues when the nature of the concerned issues is perceived as being valuable but challenging. On the other hand, GTAs are more likely to have concerns with impact-related issues when the nature of the issues is perceived as both being valuable and manageable. Several GTA characteristics, such as teaching experience, teacher efficacy, participation in professional development and values on teaching practices, were examined as predictors of GTA teaching concerns. 相似文献
949.
Mark Groves Kathryn Leflay Julian Smith Belinda Bowd Alison Barber 《Teaching in Higher Education》2013,18(5):545-556
Teachers have only recently considered how study skills support in higher education (HE) can be delivered in a way that encourages experiential learning. This paper aims to substantiate, or otherwise, the idea that a carefully developed initiative can encourage the experiential learning of study skills. In addition, it considers whether such an approach might also allow student access to some of the higher-level study skills required for successful university study. Focus group data were used to evaluate a module delivered to sports students at a post-1992 university in the UK. This data suggested that the module facilitated learning in each stage of Kolb's experiential learning cycle. Moreover, there was evidence that the module encouraged students to undertake an ‘epistemological shift’ in which they moved from seeing knowledge as a set of uncontested facts to seeing it as something that they are expected to question and contribute to themselves. 相似文献
950.
Mark Huxham Megan Hunter Angela McIntyre Robin Shilland 《Teaching in Higher Education》2013,18(5):530-541
Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development. 相似文献