全文获取类型
收费全文 | 1601篇 |
免费 | 32篇 |
国内免费 | 2篇 |
专业分类
教育 | 1207篇 |
科学研究 | 121篇 |
各国文化 | 31篇 |
体育 | 118篇 |
文化理论 | 19篇 |
信息传播 | 139篇 |
出版年
2022年 | 11篇 |
2021年 | 11篇 |
2020年 | 28篇 |
2019年 | 44篇 |
2018年 | 50篇 |
2017年 | 71篇 |
2016年 | 46篇 |
2015年 | 44篇 |
2014年 | 39篇 |
2013年 | 359篇 |
2012年 | 38篇 |
2011年 | 48篇 |
2010年 | 31篇 |
2009年 | 41篇 |
2008年 | 43篇 |
2007年 | 35篇 |
2006年 | 34篇 |
2005年 | 29篇 |
2004年 | 31篇 |
2003年 | 40篇 |
2002年 | 29篇 |
2001年 | 16篇 |
2000年 | 19篇 |
1999年 | 28篇 |
1998年 | 20篇 |
1997年 | 18篇 |
1996年 | 20篇 |
1995年 | 14篇 |
1994年 | 10篇 |
1993年 | 16篇 |
1992年 | 23篇 |
1991年 | 17篇 |
1990年 | 19篇 |
1989年 | 23篇 |
1988年 | 15篇 |
1987年 | 18篇 |
1986年 | 14篇 |
1985年 | 14篇 |
1984年 | 18篇 |
1983年 | 18篇 |
1982年 | 20篇 |
1981年 | 15篇 |
1980年 | 12篇 |
1979年 | 18篇 |
1978年 | 17篇 |
1977年 | 8篇 |
1976年 | 12篇 |
1975年 | 7篇 |
1973年 | 7篇 |
1970年 | 7篇 |
排序方式: 共有1635条查询结果,搜索用时 15 毫秒
21.
This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation. 相似文献
22.
Peter Brusilovsky Eduardo Calabrese Jozef Hvorecky Anatoly Kouchnirenko Philip Miller 《Education and Information Technologies》1997,2(1):65-83
Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development 相似文献
23.
We report an analysis of reading and spelling processes in a case of developmental disability associated with a genetic anomaly (Klinefelter XXXY syndrome). The results are interpreted within the framework of a model of reading and spelling development (Frith, 1985). An almost complete absence of alphabetic functions was noted. Reading appeared to be based on a ‘logographic lexicon’ (Seymour & Elder, 1986), and spelling on a letter sequence generator which was modifiable by access to a limited store of word images. 相似文献
24.
Reynolds Arthur J. Candee Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407
Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated... 相似文献
25.
26.
27.
Heather A. Starnes Meghan H. McDonough Jeffrey S. Wilson Daniel K. Mroczek Francine Laden Philip J. Troped 《Measurement in physical education and exercise science》2019,23(2):135-147
The purpose of this study was to examine the factorial invariance of the Abbreviated Neighborhood Environment Walkability Scale (NEWS-A) across subgroups based on demographic, health-related, behavioral, and environmental characteristics among Nurses’ Health Study participants (N = 2,919; age M = 73.0, SD = 6.9 years) living in California, Massachusetts, and Pennsylvania. A series of multigroup confirmatory factor analyses were conducted to evaluate increasingly restrictive hypotheses of factorial invariance. Factorial invariance was supported across age, walking limitations, and neighborhood walking. Only partial scalar invariance was supported across state residence and neighborhood population density. This evidence provides support for using the NEWS-A with older women of different ages, who have different degrees of walking limitations, and who engage in different amounts of neighborhood walking. Partial scalar invariance suggests that researchers should be cautious when using the NEWS-A to compare older adults living in different states and neighborhoods with different levels of population density. 相似文献
28.
Correlations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC-R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Although the magnitudes of all correlations were reduced, due to restriction of range, the comparisons indicated no significant differences in the magnitudes of the correlations of the WPPSI and the WISC-R with the WRAT. These results support the use of the two instruments as equivalent predictors of achievement. 相似文献
29.
The 1976 edition of the Metropolitan Readiness Tests was factor analyzed from the responses of 408 beginning first graders. A single General Readiness factor, consistent with prior research, best described the battery of eight subtests. This factor was found to be invariant across sex when separate analyses for males and for females were compared. The coefficient of congruence for the general factor across sex was .98, and the salient variable similarity index reached a value of 1.00. 相似文献
30.
Accurate measurement of physical activity is fundamentally important in epidemiological research of physical activity behavior A widely used telephone-based physical activity questionnaire was compared with other methods of administration and objective measures (pedometers and accelerometers) among 80 adults (43 women). The telephone questionnaire was comparable to both the self-administered form and international telephone-administered equivalent. Although moderate correlation coefficients with objective measures supported the use of the questionnaire, wide prediction intervals generated using Bland Altman methods highlighted large discrepancies between the measures, particularly in the moderate intensity category. These findings illustrate the limitations of correlation coefficients in validation studies and the inaccuracy of self-report questionnaires in measuring physical activity. 相似文献