全文获取类型
收费全文 | 2706篇 |
免费 | 48篇 |
国内免费 | 3篇 |
专业分类
教育 | 1872篇 |
科学研究 | 157篇 |
各国文化 | 38篇 |
体育 | 362篇 |
综合类 | 1篇 |
文化理论 | 45篇 |
信息传播 | 282篇 |
出版年
2023年 | 8篇 |
2022年 | 18篇 |
2021年 | 26篇 |
2020年 | 56篇 |
2019年 | 98篇 |
2018年 | 118篇 |
2017年 | 129篇 |
2016年 | 119篇 |
2015年 | 67篇 |
2014年 | 88篇 |
2013年 | 580篇 |
2012年 | 80篇 |
2011年 | 83篇 |
2010年 | 64篇 |
2009年 | 69篇 |
2008年 | 82篇 |
2007年 | 95篇 |
2006年 | 67篇 |
2005年 | 72篇 |
2004年 | 68篇 |
2003年 | 76篇 |
2002年 | 57篇 |
2001年 | 48篇 |
2000年 | 43篇 |
1999年 | 37篇 |
1998年 | 33篇 |
1997年 | 28篇 |
1996年 | 31篇 |
1995年 | 33篇 |
1994年 | 30篇 |
1993年 | 40篇 |
1992年 | 24篇 |
1991年 | 28篇 |
1990年 | 20篇 |
1989年 | 22篇 |
1988年 | 23篇 |
1987年 | 19篇 |
1986年 | 17篇 |
1985年 | 14篇 |
1984年 | 20篇 |
1983年 | 14篇 |
1982年 | 14篇 |
1981年 | 17篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 8篇 |
1977年 | 8篇 |
1976年 | 9篇 |
1975年 | 7篇 |
1967年 | 4篇 |
排序方式: 共有2757条查询结果,搜索用时 15 毫秒
881.
Mark Berends 《British Journal of Sociology of Education》1995,16(3):327-351
This paper examines the polarization model from qualitative research in both Great Britain and the US, which claims that educational stratification practices polarize students into pro- and anti-school orientations. Because few researchers have adequately conceptualized school attitudes and behavior, social bonding theory (Hirschi, 1969) is used to provide a framework for examining the polarization hypothesis. Relying on High School and Beyond data from the US, an attempt is made to develop measures of respondents’ social bonding to school, including college expectations, absenteeism, disciplinary problems, and engagement. The polarization hypothesis is supported by these US data when examining educational stratification effects on the school bonding measures. Compared to academic-track students, general- and vocational-track students have Iowa college expectations, more disciplinary problems, and are less academically engaged, controlling for prior school orientations and for selection bias due to dropping out of school. For absenteeism, the general track has a significant positive effect, while vocational-track students do not differ from those in the academic track. In addition, students in the nonacademic tracks are more likely to drop out of school between the 10th and 12th grades compared to academic-track students. 相似文献
882.
Mark Windschitl 《科学教学研究杂志》2004,41(5):481-512
Despite the ubiquity of the term “inquiry” in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice secondary science teachers developed their own empirical investigations—from formulating questions to defending results in front of peers. Findings indicate that participants shared a tacit framework of what it means to “do science” which shaped their investigations and influenced reflections on their inquiries. Some facets of the participants' shared model were congruent with authentic inquiry; however, the most consistent assumptions were misrepresentations of fundamental aspects of science: for example, that a hypothesis functions as a guess about an outcome, but is not necessarily part of a larger explanatory system; that background knowledge may be used to provide ideas about what to study, but this knowledge is not in the form of a theory or other model; and that theory is an optional tool one might use at the end of a study to help explain results. These ideas appear consistent with a “folk theory” of doing science that is promoted subtly, but pervasively, in textbooks, through the media, and by members of the science education community themselves. Finally, although all participants held degrees in science, the participants who eventually used inquiry in their own classrooms were those who had significant research experiences in careers or postsecondary study and greater science‐content background. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 481–512, 2004 相似文献
883.
Theda Thomas Diane Jacobs Laurine Hurley Jenny Martin Svetlana Maslyuk Mark Lyall 《Assessment & Evaluation in Higher Education》2019,44(3):398-414
Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided. 相似文献
884.
The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science. 相似文献
885.
Private supplementary tutoring has long existed in Bangladesh, as elsewhere in the world, but in recent decades has become much more visible. Much tutoring “shadows” or reproduces formal schooling as fee-based academic teaching outside school hours. This paper focuses on school factors that shape demand for private supplementary tutoring in English at the secondary level, drawing on data gained from both quantitative and qualitative methods. The paper is especially concerned with urban and rural variations, noting that rates of tutoring are greater in urban areas but that many factors converge to create similarities. Private tutoring in English is highly demanded because English is a compulsory course; and in addition to being a subject in its own right, it assists in the learning of other subjects. While private tutoring may support the academic learning of some pupils, it also has problematic dimensions. As such, the spread of tutoring across urban and rural areas is not necessarily to be welcomed. 相似文献
886.
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
887.
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
888.
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
889.
890.
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