全文获取类型
收费全文 | 3531篇 |
免费 | 37篇 |
国内免费 | 6篇 |
专业分类
教育 | 2204篇 |
科学研究 | 490篇 |
各国文化 | 17篇 |
体育 | 275篇 |
综合类 | 8篇 |
文化理论 | 43篇 |
信息传播 | 537篇 |
出版年
2022年 | 21篇 |
2021年 | 22篇 |
2020年 | 45篇 |
2019年 | 57篇 |
2018年 | 113篇 |
2017年 | 154篇 |
2016年 | 138篇 |
2015年 | 89篇 |
2014年 | 107篇 |
2013年 | 532篇 |
2012年 | 120篇 |
2011年 | 145篇 |
2010年 | 117篇 |
2009年 | 86篇 |
2008年 | 79篇 |
2007年 | 113篇 |
2006年 | 61篇 |
2005年 | 77篇 |
2004年 | 65篇 |
2003年 | 61篇 |
2002年 | 53篇 |
2001年 | 86篇 |
2000年 | 70篇 |
1999年 | 61篇 |
1998年 | 54篇 |
1997年 | 44篇 |
1996年 | 53篇 |
1995年 | 26篇 |
1994年 | 33篇 |
1993年 | 21篇 |
1992年 | 45篇 |
1991年 | 44篇 |
1990年 | 29篇 |
1989年 | 38篇 |
1988年 | 34篇 |
1987年 | 31篇 |
1986年 | 35篇 |
1985年 | 39篇 |
1984年 | 38篇 |
1983年 | 22篇 |
1982年 | 33篇 |
1981年 | 24篇 |
1980年 | 16篇 |
1979年 | 35篇 |
1978年 | 30篇 |
1977年 | 21篇 |
1976年 | 16篇 |
1974年 | 21篇 |
1972年 | 25篇 |
1971年 | 19篇 |
排序方式: 共有3574条查询结果,搜索用时 15 毫秒
61.
62.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
63.
64.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
65.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
66.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
67.
68.
69.
The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school. 相似文献
70.
I.V. Ivanova 《Russian Education & Society》2016,58(11):718-731
We define non-formal education as a part of general education, which gives students the required tools for cognition and creativity. It allows them to fully realize their self-potential and to set their own professional and personal goals. In this article, we outline the fundamental differences between general and non-formal education from the point of view of determining opportunities for student self-development. We reveal opportunities where non-formal education can advance personal development within the modern educational paradigm of the Russian Federation. 相似文献