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71.
72.
Lisette Van Rens Albert Pilot Hans Van Dijk 《International Journal of Science and Mathematics Education》2004,2(4):493-509
Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on Diffusion of ions in distilled water. The learning materials for this student inquiry project, the teaching scenario and the website were designed in cooperation with five chemistry teachers. Three teachers from this network and two other teachers also implemented the project with 80 students to find out whether the emphasis on relevant concepts of evidence (CoE) improves the quality of student inquiry outcomes. This part – with its emphasis on the CoE – in the student inquiry task is based on four key features: the students feel motivated to explore, focus their attention on, give meaning to and reflect upon CoE. In teams students conducted a guide experiment, analysed a scientific article, did an inquiry and wrote a report, discussed CoE with peers on the Internet and rewrote their reports. All lessons were observed, field notes were made and analysed on whether the intended student activities had been realised. The Internet discussion was recorded in a database and analysed. The first and final reports of all teams were coded and analysed. Also the students appreciation of the activities was assessed. The teaching and learning activities were realized to a very large extent as planned in the design. The emphasis on CoE resulted in 65% of the students achieving a sufficient level of quality in their final reports. 相似文献
73.
74.
The authors assessed differences in viewers' perceptions of a client (Gloria) as a function of treatment (i.e., client-centered, gestalt, rational-emotive) received. The stimulus material used was the film series, Three Approaches to Psychotherapy. Gloria was perceived differently as a result of the type of treatment received, although some of the differences were not statistically reliable. Implications of the findings are discussed. 相似文献
75.
One of the challenges of implementing a new curriculum is how to bridge the gap between the underlining principles of the curriculum and the cultural and social orientations of the society which includes teachers and students. This article reports on a study that explored how the cultural and social orientations of teachers and students can influence the implementation of a constructivist curriculum in mathematics classrooms. The data for the study came from 250 students and 41 mathematics teachers, using questionnaires, observations, and interviews. The results showed that inasmuch as mathematics teachers and their students acknowledge the importance of student’s active participation and teamwork, these practices have not been fully conceptualised into the Ghanaian mathematics classroom due to some cultural factors. Two main cultural factors were discovered from the analyses of the results. Firstly, the culture of acknowledging only correct answers in class has a negative impact on individual students’ confidence and participation during mathematics lessons. Also, the culture of teamwork is not fully accepted within Ghanaian classrooms as most students find it difficult working in groups and accepting and appreciating each other’s view. It was evident in all lessons that students were ridiculed by their peers when they provide a wrong answer to a question and this affected individual students’ participation in the classroom. Therefore, we suggested that teachers should be pro-active in promoting a classroom environment which is free from fear and intimidation to motivate students to be actively involved in the classroom discourse. 相似文献
76.
Albert M. Galaburda M.D. 《Annals of dyslexia》1989,39(1):65-80
Eight brains, six male and two female, of reliably diagnosed cases of developmental dyslexia have been analyzed in this laboratory
thus far. Common to all the specimens is the absence of ordinary asymmetry in the planum temporale, a language relevant area
of the temporal lobe. In addition, the male cases and one female case displayed multiple focal areas of malformation of the
cerebral cortex, located variably in the language relevant perisylvian regions and to a greater or lesser extent bilaterally.
Both female cases and, to a mild degree, one of the males display focal areas of cortical scarring dated to the end of pregnancy
through to the end of the second year of life at the latest. The scarring tends to be located in the vascular watershed territories.
Experimental animal research suggests that symmetry may represent absence of the necessary developmental pruning of neural
networks required for specific functions such as language. This diminished pruning results in excessive neurons and (at least
interhemispheric) connections.
Additional modeling in experimental animals suggests that cortical malformations and scarring similar to those seen in the
dyslexic brains may represent early focal injury that could be attributed to congenital disorders of the immune system.
The work reported here has been supported, in part, by NIH grant NICHD 20806, The Orton Dyslexia Society, and the Carl J.
Herzog Foundation. 相似文献
77.
Karin Scager Sanne F. Akkerman Albert Pilot Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335
Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do. 相似文献
78.
Albert M. Galaburda M.D. 《Annals of dyslexia》1990,40(1):18-38
The Geschwind hypothesis proposes a causal interaction among non-right-handedness, immune disorders, and learning disabilities,
including dyslexia, via the intrauterine action of the male hormone testosterone. Some epidemiologic studies have supported
at least a statistical association among the three traits; others have not. The associations between learning disorders and
immune disease and between learning disorders and non-righthandedness appear to be better supported than that between immune
disorders and non-right-handedness. However, none of data thus far accumulated are conclusive because it is not clear that
the samples studied have been truly representative.
The neuropathologic evidence, both in autopsy studies in human dyslexics and in animal models of developmental cortical abnormalities,
are consistent with but not diagnostic of immunological pathology. Mechanisms are discussed by which an abnormal immune system
could thus injure the developing brain, with an emphasis placed on abnormal maternal-fetal interactions, including maternal
autoimmune disease and maternal-fetal incompatibility. A genetic origin is also possible in which the maternal role is less
significant.
Some of the research reported here was supported by NIH grants HD 20806, HD 19819, by a grant from the Carl W. Herzog Foundation,
and by a grant from The Orton Dyslexia Society.
The Norman Geschwind Memorial Lecture, delivered at The 40th Annual Conference of The Orton Dyslexia Society, Dallas, Texas,
December 2, 1989. 相似文献
79.
The first important monograph describing the battered child syndrome was written in 1860 by Ambroise Tardieu, a French forensic physician. Here is a translation of his article, published in the Annales d'hygiene publique et de medecine legale, with the title "Etude medico-legale sur les sevices et mauvais traitements exerces sur des enfants." The first part of his article is entirely translated. A brief summary of the 32 cases report described by Tardieu in the second part of his article is presented. 相似文献
80.
Albert W. Wienen Laura Batstra Ernst Thoutenhoofd Elisabeth H. Bos Peter de Jonge 《欧洲特需教育杂志》2019,34(1):114-123
The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class. 相似文献