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41.
Young children's near and far transfer of the basic theory of natural selection: An analogical storybook intervention
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Misconceptions about adaptation by natural selection are widespread among adults and likely stem, in part, from cognitive biases and intuitive theories observable in early childhood. Current educational guidelines that recommend delaying comprehensive instruction on the topic of adaptation until adolescence, therefore, raise concerns because children's scientifically inaccurate theories about species may be left unchallenged for many years, allowing them to entrench and become difficult to overcome. In consequence, this investigation sought to explore whether classrooms of kindergartners and second graders could acquire a basic but comprehensive understanding of adaptation from an intervention constructed around two picture storybooks that mechanistically explain natural selection. Learning was assessed in near and far transfer contexts both immediately and a month later. Kindergartners and second graders demonstrated substantial learning of biological information; however, second graders showed pronounced abilities to near and far generalize, immediately and over time. Results suggest that causally cohesive interventions with an emphasis on mechanistic explanation facilitate children's classroom learning of complex counterintuitive scientific ideas. 相似文献
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43.
Richard Pollard 《Journal of sports sciences》2013,31(3):237-248
The existence of home advantage has been established for all major professional team sports in England and North America. The advantage was found to be greatest in soccer, with the home team currently obtaining about 64% of all points gained in the English Football League. Home advantage has changed very little since the formation of the League in 1888 and there are only small variations between the four Divisions of the League. The advantage is less marked in local derbies, in the FA Cup and in non‐professional competitions. It is greater in the European Cup and increases as the stages of the competition progress. The allocation of three points, instead of two, for a win in the Football League has not changed home advantage, but its effect has been greatly reduced in the GM Vauxhall Conference where an away win gains more points than a home win. The statistical evidence suggests that crowd support and travel fatigue contribute less to home advantage in soccer than do the less easily quantifiable benefits of familiarity with conditions when playing at home. Further possible explanations for the advantage are discussed in the light of findings in other sports. 相似文献
44.
Amy M. Elleman Laura M. Steacy Natalie G. Olinghouse Donald L. Compton 《Scientific Studies of Reading》2017,21(2):133-145
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to better understand the acquisition of novel vocabulary from informational text. Sixty-eight children with reading difficulties in Grades 3–5 were randomly assigned to either vocabulary strategy instruction or traditional comprehension instruction with both groups reading the same set of expository texts. Crossed random-effects models were used to predict item-level variance in vocabulary acquisition. Results indicated main effects for condition favoring vocabulary instruction, child-level predictors (vocabulary and knowledge of the content), and word-level factors (frequency and imageability). One interaction was significant, indicating that students with higher vocabulary scores were more likely to do better when provided vocabulary instruction than students with lower prior vocabulary. 相似文献
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46.
Andrew Pollard 《British Journal of Sociology of Education》1982,3(1):19-37
This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative action in micro contexts. In the second part of the paper I develop Woods’ work on teacher survival by considering the use of the interactionist concept of ‘self and the phenomenological concept of ‘interests‐at‐hand’ as a means of defining the subjective meaning of ‘coping’, and its implication for classroom processes. I emphasise the importance of teacher biography. Finally a conceptual model which seeks to integrate many macro‐ and micro‐factors which bear on classroom coping strategies is presented. 相似文献
47.
During the past two decades institutions of all types have sought to expand and enhance residential facilities. Institutional
focus on scale, configuration, amenities, and academic integration has sought to leverage prior research documenting the multiple
and often positive impacts of on-campus residence. Although institutional size has been documented to differentially impact
student engagement [Kezar, A. J. (2006). NASPA Journal 43(1): 87–114], few studies, however, have directly explored the effect of residential expansion on student engagement. This
study, based on a sample of 731 first-time freshmen explores NSSE results before and after the opening of a residential facility
that doubled on-campus living at a single, metropolitan institution. Results indicate limited positive differences after opening,
and suggest that structure, in the form of size, does not, in and of itself, contribute significantly to shifting engagement.
Additionally, these results suggest an alternative method for using NSSE data in institutional analyses. 相似文献
48.
Meichen Lu Manlin Cui Yaojiang Shi Fang Chang Di Mo Scott Rozelle Natalie Johnson 《Asia Pacific Education Review》2016,17(2):235-252
One of the Millennium Development Goals is to ensure universal access to primary education by 2015. However, primary school dropout remains a challenge in many developing countries. While official statistics in China report aggregated primary school dropout of only 0.2 %, almost no independent, survey-based studies have sought to verify these dropout rates in rural areas. The primary objective of our study is to document the dropout rate in primary schools in rural China and compare the dropout rate of ethnic minorities and Han students. Using a first-hand dataset of 14,761 primary students in northwest China, we demonstrate that the annual dropout rate in poor rural areas is 2.5 %, suggesting a cumulative dropout of 8.2 %. Importantly, Hui and Salar minority students drop out at rates that are significantly higher than the official rates. Most noteworthy, 23 % of Hui girls and 22 % of Salar girls are dropping out by the end of grade 6. Our findings call for more attention to China’s primary school dropout issue—especially in minority areas. Policymakers should begin to examine new ways to increase the chances for minority students to succeed in the educational system. 相似文献
49.
The study compares the potential effects of a university admission exam model based on program-specific knowledge and an alternative
model relying on general study aptitude (GSA) in the context of a strongly stratified educational system with considerable
excess of demand over supply of university education. Using results of the Sonda Maturant 1998 survey, we show that in the specific context of the Czech Republic, displaying the above characteristics in the given period,
an admission exam model based on general study aptitude tests may improve the access of talented individuals with lower socioeconomic
status to university education. Our simulations show that with the GSA model (provided the model assumptions are met), the
relative chances of an applicant with a university-educated father would be only by one-fourth higher than the relative chances
of a student with a less educated father, as compared to the more than a one-third difference in case of the model emphasizing
program-specific knowledge. The odds ratio for the GSA model is by 28% points lower for mother’s education. 相似文献
50.
Bart J. B. Ormel Natalie N. Pareja Roblin Susan E. McKenney Joke M. Voogt Jules M. Pieters 《Educational technology research and development : ETR & D》2012,60(6):967-986
This study portrays recent research?Cpractice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions. 相似文献