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Alexander Gray 《Journal of The Franklin Institute》1917,184(4):553-567
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L.A. Gray R.P. Devadas O. Vijayalakshmi G. Kamalanathan 《International journal for the advancement of counseling》1999,21(3):207-219
The purpose of the study was to determine the attitudes of Hindu students from a government women's college of South India toward people with AIDS, to assess their beliefs about HIV/AIDS, to determine their knowledge level about HIV/AIDS and to determine how they gain information about HIV/AIDS. The sample consisted of four hundred female students at a government funded Women's University in Southern India who participated in an AIDS survey research project. Participants completed a survey asking about their knowledge, attitudes and beliefs about HIV/AIDS. Results indicated that a majority of the participants learned about HIV/AIDS from reading material while some learned about HIV/AIDS from school classes, and only a few learned from family members. Thirty-nine percent had never communicated to any one about HIV/AIDS. The results indicated that the majority of Indian women in this study did not know about explicit sexual behaviors which transmit the virus. The study also showed that those Indian women university students, by and large, are accepting of people with AIDS but still have fears of getting HIV/AIDS. This data suggest a need to increase educational efforts at the university. It was suggested that counselors take responsibility for helping this population of Indian women become self advocates, particularly in a society which permits men to have multiple sexual relationships. Educators and counselors working with this population must initiate programs that impart accurate and specific knowledge to these female college students and begin to address the multiple psychosocial issues related to HIV/AIDS. 相似文献
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This study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Findings revealed that, while instances of metamodeling talk were common, they were largely implicit. This shows that the teachers were aware and knowledgeable about metamodeling ideas (e.g. the nature of models, process of modelling, etc.), but often did not make these ideas explicit to their students. Such findings suggest a trend of focusing on models of phenomena rather than supporting student engagement in the epistemic practice of modelling for reasoning about phenomena. The findings also revealed specific opportunities for explicit metamodeling talk by the teachers including during share-out sessions and the negotiation of explanation criteria. Further implications for classroom practice and research are discussed. 相似文献
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Changing education philosophies and technological advancement have altered the way educational content can be delivered to students. One format growing in popularity is virtual institutions which allow students to complete their secondary education completely online. While the format has been in existence for two decades, little information has been presented regarding how the shift from a traditional brick and mortar environment to a virtual one impacts the physical activity of the students. The purpose of this study is to determine the effect of school type on physical activity participation. One hundred fifteen high school age students attending brick and mortar and virtual institutions completed a survey regarding their physical activity participation. Results indicate students who attend virtual institutions are more likely to be physically active than their brick and mortar counterparts. 相似文献
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OBJECTIVE: To determine which areas of family functioning lay therapy intervention can improve in a home visitation program for first time mothers at high risk for parenting difficulties, including the potential for child abuse and neglect. METHODS: Families were assessed for risk of parenting difficulties using the Parent Readiness and Risk Assessment Checklists. Lay therapists completed the Scale of Family Functioning pre- and postintervention with 108 high risk families for whom they provided support, education, and referrals. RESULTS: Paired t tests were done to determine whether the eight categories of the Scale of Family Functioning improved from baseline to termination of the service. Four categories showed statistically significant improvement: social support (p = .001), self-esteem (p < .001), confidence as a parent (p < .001), and affective relationships (p = .003). CONCLUSIONS: Statistically significant improvement occurred in four of the eight categories on the Scale of Family Functioning indicating that home intervention programs can improve some categories of family functioning. Longer intervention and an increased focus on improving parent/infant interactions may be able to increase parental sensitivity and expectations. In this study, the categories of family conflict and stability/meeting basic needs were not amenable to change with lay therapy intervention. 相似文献
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Kyle Gray Katharine Owens Xin Liang David Steer 《Journal of Science Education and Technology》2012,21(3):392-402
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. 相似文献
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