首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   311篇
  免费   3篇
  国内免费   1篇
教育   190篇
科学研究   33篇
各国文化   10篇
体育   57篇
文化理论   5篇
信息传播   20篇
  2023年   1篇
  2022年   6篇
  2021年   12篇
  2020年   14篇
  2019年   11篇
  2018年   25篇
  2017年   17篇
  2016年   16篇
  2015年   14篇
  2014年   23篇
  2013年   67篇
  2012年   12篇
  2011年   11篇
  2010年   12篇
  2009年   5篇
  2008年   6篇
  2007年   7篇
  2006年   2篇
  2005年   9篇
  2004年   3篇
  2003年   6篇
  2002年   3篇
  2001年   3篇
  2000年   2篇
  1999年   2篇
  1998年   2篇
  1996年   1篇
  1995年   2篇
  1994年   1篇
  1993年   1篇
  1992年   3篇
  1991年   1篇
  1990年   2篇
  1989年   2篇
  1985年   1篇
  1984年   2篇
  1983年   2篇
  1980年   1篇
  1978年   1篇
  1977年   2篇
  1975年   1篇
  1974年   1篇
排序方式: 共有315条查询结果,搜索用时 15 毫秒
121.
The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.  相似文献   
122.
We investigated temporal resolution of auditory perception (TRAP), verbal working memory, and speech perception in 15 children with language impairment (LI) in comparison with a control group of 99 typical children. A computerized two-choice test was used to assess these three abilities. No deficits in TRAP were found in the LI group, and the thresholds were similar for both study groups. It was interesting that the variability was high for both groups and that the control group's performance was poorer than reported in some previously published studies. There were significant differences in the two groups' performance on speech perception and verbal working memory. Working memory was the most sensitive of these two measures.  相似文献   
123.
Two experiments are reported that demonstrate temporal integration of independently acquired temporal relationships, including backward associations, in both human (Experiment 1) and nonhuman (rats, Experiment 2) subjects. The experiments were designed and analyzed in the framework of the temporal coding hypothesis (e.g., Matzel, Held, & Miller, 1988; Savastano & Miller, 1998) as a strategy toward illuminating the use of temporal information and assessing the existence of temporal backward associations. Both experiments provided evidence of retrieval of associations to an event that was expected to occur prior to the moment in time at which a stimulus was presented (i.e., backward associations). In addition, Experiment 1 constitutes the first controlled demonstration of temporal integration by human subjects.  相似文献   
124.
This study investigates whether asking early adolescents to evaluate the food choices of remote peers improves their own food selection. Participants were students from fifth (N = 219, Mage = 9.30 years) and sixth grades (N = 248, Mage = 10.28 years) of varying nationalities living in the United Arab Emirates (race and ethnicity were not collected). Students saw peers’ healthy or unhealthy food choices before picking their own food. In some conditions, students also critically evaluated the healthiness of the peers’ choices. Evaluation of peer choices led to healthier decisions (d = .53) to the point that it offsets the negative impact of observing unhealthy peer choices. This effect is larger for sixth graders compared to fifth graders.  相似文献   
125.
Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献   
126.
The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leiman solution with the first sample; and (b) confirmatory factor analysis (CFA) with the second sample. The results of EFA indicated that the latent structure of the R-SPQ-2F is best described by two factors and the results of CFA suggested that out of four a priori structural models, the best fit was achieved by a simple first-order two-factor model. Taken together, these results seemed to converge, suggesting (a) that SAL might be defined as a co-variation between a motive and its intended strategy, these not necessarily being divided into separate first-order factors (subscales), and (b) that the underlying structure of the R-SPQ-2F is apparently non-hierarchical, being best described by a parsimonious first-order two-factor model in which Deep and Surface learning approaches are each measured by their ten corresponding items.  相似文献   
127.
Adolescents shift their time of day preferences from morning to evening during puberty when school schedule becomes earlier. Given that a better performance is obtained when individuals are tested at times that are in synchrony with their chronotype, and optimal sleep duration is positively associated with academic performance, evening-types may obtain worse school performance because of both morning school schedule and a decrease of total sleep time. A group of 1133 adolescents (aged 12–16) participated in this study. School performance was evaluated using subjective level of achievement and self-reported grades measures. Controlling for total sleep time, more evening oriented young adolescents (12–14 years) performed significantly worse in school achievement. Girls among 15–16 years performed significantly better than boys. These results have important implications for intervention and prevention programs during school years.  相似文献   
128.

The objective of the study was to analyze the effect of ball mass on dribble, pass, and pass reception in real game situations in 9–11-year-old boys' basketball. Participants were 54 boys identified from six federated teams. The independent variable was ball mass, and dependent variables were number of dribbles, passes, and pass receptions. Three situations were established in which the participants played four games with each of the following: (a) regulation ball (485 g, 69–71 cm), (b) ball of smaller mass (440 g, 69–71 cm), and (c) ball of greater mass (540 g, 69–71 cm). Four observers recorded data from observing game videos using a computerized register instrument. Participants executed more dribbles, passes, and pass receptions with the 440-g ball when compared to the regulation (p < .05) and 540-g ball (p < .01). Reduction of ball mass seems to have enabled the children to go from paying attention to aspects related to ball handling to aspects of game interpretation.  相似文献   
129.
Resumen

En este artículo se presenta una parte de los resultados de una investigación realizada acerca de las repercusiones de Piaget en los ambientes educativos. Se presenta el marco general de la investigación y se centra la exposición en el análisis de la influencia en los diseños curriculares. El texto seleccionado para dicho análisis fue el relativo a las Orientaciones y Programas para Parvulario y Ciclo Inicial editado por la Generalitat de Cataluña.

Los resultados evidencian una centración en los aspectos estructurales de la teoría genética y una tendencia hacia la extrapolación de los principios y contenidos de la teoría genética a la situación educativa. En la discusión se demuestra como una toma de conciencia de la vocación epistemológica de los datos psicogenéticos, unida a una mayor profundización de la naturaleza de la educación, permite concebir nuevos campos de aplicación de la teoría genética, distintos al de la elección y organización de los objetivos educativos, así como la metodología más pertinente para llevar a cabo esa aplicación.  相似文献   
130.
Resumen

En general, se ha mantenido que los niños en edad preescolar recuerdan mejor en tareas de aprendizaje incidental que en las de aprendizaje intencional. En este estudio se ha reexaminado esta cuestión y se ha visto que no existe tal diferencia. Niños de 3 a 5 reconocieron de modo semejante una serie de objetos y dibujos, tanto si se les había advertido previamente que debían recordar como si no. El estudio ha demostrado asimismo, y en concordancia con otros trabajos, que el recuerdo no es independiente del nivel de conocimiento ni de la edad del niño. En virtud de estos resultados se hace una interpretación de la memoria infantil acorde con la teoría de los niveles de procesamiento.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号