全文获取类型
收费全文 | 4323篇 |
免费 | 57篇 |
国内免费 | 2篇 |
专业分类
教育 | 3157篇 |
科学研究 | 316篇 |
各国文化 | 59篇 |
体育 | 295篇 |
综合类 | 2篇 |
文化理论 | 41篇 |
信息传播 | 512篇 |
出版年
2022年 | 29篇 |
2021年 | 47篇 |
2020年 | 57篇 |
2019年 | 96篇 |
2018年 | 150篇 |
2017年 | 166篇 |
2016年 | 150篇 |
2015年 | 78篇 |
2014年 | 117篇 |
2013年 | 1042篇 |
2012年 | 110篇 |
2011年 | 108篇 |
2010年 | 78篇 |
2009年 | 97篇 |
2008年 | 98篇 |
2007年 | 96篇 |
2006年 | 84篇 |
2005年 | 53篇 |
2004年 | 65篇 |
2003年 | 65篇 |
2002年 | 83篇 |
2001年 | 46篇 |
2000年 | 50篇 |
1999年 | 57篇 |
1998年 | 42篇 |
1997年 | 57篇 |
1996年 | 56篇 |
1995年 | 32篇 |
1994年 | 31篇 |
1993年 | 46篇 |
1992年 | 56篇 |
1991年 | 47篇 |
1990年 | 46篇 |
1989年 | 55篇 |
1988年 | 35篇 |
1987年 | 51篇 |
1986年 | 36篇 |
1985年 | 37篇 |
1983年 | 27篇 |
1982年 | 36篇 |
1981年 | 33篇 |
1980年 | 43篇 |
1979年 | 40篇 |
1978年 | 43篇 |
1977年 | 30篇 |
1976年 | 30篇 |
1975年 | 27篇 |
1974年 | 28篇 |
1973年 | 33篇 |
1971年 | 27篇 |
排序方式: 共有4382条查询结果,搜索用时 15 毫秒
71.
A different type of charter school: in prestige charters,a rise in cachet equals a decline in access 总被引:1,自引:0,他引:1
This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children. 相似文献
72.
73.
Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg 总被引:1,自引:0,他引:1
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses. 相似文献
74.
Charles Duncan 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):31-40
Courseware development often involves a great deal of effort. One approach to minimising effort while maintaining flexibility is illustrated, using a tutoring system as an example. The system comprises two parts: a 'shell' which contains facilities useful for many different subjects, and an interpreter which generates questions which are subject specific. 相似文献
75.
Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers. 相似文献
76.
Pigeons were trained on two independent tasks. One involved red and yellow hues, the other involved blue and green hues. For half of the birds, the two tasks were the same (i.e., both tasks were either matching-to-sample, or oddity-from-sample). For the remaining birds, the two tasks were different (i.e., one task was matching-to-sample; the other task was oddity-from-sample). Following acquisition, the pigeons were exposed to test trials on which either the correct or the incorrect comparison hue was replaced with one of the hues from the other task. On yellow-sample trials and on green-sample trials, the pigeons performed as if they had a common code for yellow and green. When there was one comparison available that was appropriate to the “yellow/green” code, performance remained high; but when either both comparisons or neither comparison was appropriate to the “yellow/green” code, performance dropped. The pigeons also tended to code red samples as green and to code blue samples as yellow. The results indicate that pigeons can categorically code colors under conditions that rule out a failure to discriminate among the colors. 相似文献
77.
78.
79.
Chris Hanley Tony Brown 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):306-318
ABSTRACTThe paper presents a theorisation of pedagogic knowledge formation, as a continuous attempt to understand the positions in discourse we occupy. The paper documents some participatory practitioner research by teacher educators centred on a course development initiative for student teachers of English, at an English university. Students researched their experiences of becoming a teacher within a course that was largely school-based, whilst their tutors researched their own involvement in the process (the main focus of this paper). Drawing on Lacanian theory, tutors are depicted as learning subjects having more or less certainty or doubt about the knowledge they possess. In attempting to understand this interplay of certainty and doubt, tutors arrive at stronger conceptualisations of learning. Through this approach, the paper provides a theoretically informed conception of professional knowledge, as involving a process of renewing ideas about learning, in meeting or resisting external demands. 相似文献
80.
Research indicates that affective attitudes such as liking of a subject and confidence in one’s ability within a subject predict
academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance.
This study examines the self-efficacy and liking of subjects of New Zealand students and analyses the relationship of those
attitudes towards academic performance in mathematics, writing, and reading by self-reported ethnicity. Data were obtained
from the norming samples from the Assessment Tools for Teaching and Learning project in New Zealand. Of special interest are
the relationships between attitude and performance for Pasifika and Tongan students in New Zealand. Tongan and Pasifika students
had positive attitudes, but their mean scores were not significantly different to other ethnic groups except in writing for
Tongan students. Tongan and Pasifika students did have lower academic performance than majority and Asian immigrant students
in all three subjects. The correlation between liking and self-efficacy was fundamentally zero for Tongan and Pasifika students,
while it was weakly positive for majority and Asian immigrant students. Together these results question the power of self-efficacy
and liking attitudes to predict academic performance for immigrant students from agrarian or traditional societies. Further,
the data suggest that ‘school effects’ are most likely explanations for this relationship, rather than lack of attachment,
opposition, or deficiency theories. 相似文献