全文获取类型
收费全文 | 995篇 |
免费 | 11篇 |
专业分类
教育 | 812篇 |
科学研究 | 25篇 |
各国文化 | 15篇 |
体育 | 57篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 89篇 |
出版年
2022年 | 12篇 |
2020年 | 14篇 |
2019年 | 14篇 |
2018年 | 27篇 |
2017年 | 37篇 |
2016年 | 27篇 |
2015年 | 20篇 |
2014年 | 31篇 |
2013年 | 260篇 |
2012年 | 26篇 |
2011年 | 21篇 |
2010年 | 19篇 |
2009年 | 21篇 |
2008年 | 30篇 |
2007年 | 25篇 |
2006年 | 24篇 |
2005年 | 13篇 |
2004年 | 20篇 |
2003年 | 19篇 |
2002年 | 22篇 |
2001年 | 15篇 |
2000年 | 22篇 |
1999年 | 7篇 |
1998年 | 13篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 16篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 10篇 |
1983年 | 8篇 |
1982年 | 14篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 8篇 |
1978年 | 7篇 |
1977年 | 12篇 |
1976年 | 5篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1968年 | 5篇 |
排序方式: 共有1006条查询结果,搜索用时 15 毫秒
901.
Karen B. Moni Christina E. van Kraayenoord Carolyn D. Baker 《Assessment in Education: Principles, Policy & Practice》2002,9(3):319-342
Students' perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students' previous experiences of assessment in primary school, students' responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students' attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students' accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other. 相似文献
902.
Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study. 相似文献
903.
Ann B. Vibert John P. Portelli Carolyn Shields Linda LaRocque 《Journal of Educational Change》2002,3(2):93-116
This paper examines the differences andsimilarities in approaches to community, voiceand curriculum among three Canadian elementaryschools with respect to their potential toenact central aspects of a critical pedagogy:to extend voice to students and community;foster participatory, democratic education; andto cultivate critical reflection. The threeschools offer different conceptions andpractices. In one, a deficit model ofeducation seems to dominate; in the second, wefound an individual growth model of education;and in the third, a critical practice model ofeducation was the foundation for moredemocratic educational practices. We argue thatnot all change initiatives and approaches areequally valuable, and that the latter modelprovides a more profound and just educationalexperience for students. 相似文献
904.
Robert B. Davis Carolyn A. Maher Amy M. Martino 《Journal of Science Education and Technology》1992,1(3):177-189
Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting. The present report deals with student development of some new mathematical ideas over an extended period of time. 相似文献
905.
906.
STATEMENT OF PROBLEM: Childhood maltreatment is known to be a risk factor for a range of later problems, but much less is known about adolescent maltreatment. The present study aims to investigate the impact of adolescent maltreatment on antisocial behavior, while controlling for prior levels of problem behavior as well as sociodemographic characteristics. METHODS: Data are from the Rochester Youth Development Study, a cohort study of the development of problem behaviors in a sample of 1,000 urban youth followed from age 13 into adulthood. Subjects include 68% African American, 17% Hispanic, and 15% White youth. This analysis includes a maximum of 884 subjects, of whom 9.3% had substantiated maltreatment reports in adolescence. Among the maltreated adolescents, 14 experienced sex abuse, 36 experienced physical abuse, and 32 were neglected or emotionally abused. Outcomes explored in late adolescence (ages 16-18) and young adulthood (ages 20-22) include arrest, self-reported general and violent offending, and illicit drug use. Control variables include prior levels of these outcomes as well as sociodemographic characteristics like poverty, parent education, and caregiver changes. RESULTS: Logistic regression analysis determined that experiencing any substantiated maltreatment during adolescence increases the odds of arrest, general and violent offending, and illicit drug use in young adulthood, even controlling for sociodemographic characteristics and prior levels of problem behavior. Different types of adolescent maltreatment, including neglect, appear to produce similar adverse behavioral consequences. CONCLUSIONS: Adolescent maltreatment necessitates increased attention in view of its enduring and potentially wide-ranging impact on the life span. 相似文献
907.
This study primarily examined the effects of thematic fantasy play on the perspective-taking ability of preschool children. A secondary investigation addressed the effects of play on the spontaneous play behaviour of young children. Based on the pretest-posttest control group design, 54 children (mean age=5.0 years) from two intact classes (n=27) of a private kindergarten were administered measures representing three areas of perceptual, cognitive and affective perspective-taking. Results of analysis of covariance indicated that subjects in the thematic fantasy play condition performed significantly better than the control group on total and perceptual perspective-taking measures (p<.05). In addition, chi-square analysis indicated that changes in spontaneous play was significant for the experimental group (p<.05) Findings were discussed in terms of their practical implications for curriculum design and teacher training, and further research to ascertain the permanency of play effects was recommended. 相似文献
908.
Janice A. Meliska Charles J. Meliska Kermit T. Hoyenga Katherine B. Hoyenga Eric F. Ward 《Learning & behavior》1975,3(2):135-139
Forty-eight maleBetta splendens were assigned to three groups of 16 (eight pairs) each. In two of the groups, pairs of fish were first allowed to fight until a dominance-subordinance relationship was established. Then each subject was tested on measures of time spent in approach and threat display toward either (1) its own pair member, with which it was experienced and familiar (Group EF), or toward (2) another combat-experienced fish, with which it was unfamiliar (Group EU). A third group of inexperienced and unfamiliar individuals (Group IU) were first exposed to their own mirror images and then tested for approach and threat-display duration. Pairs of these fish were then allowed to fight until dominance was determined. The three major findings were: (a) Dominant subjects approached and displayed significantly more than subordinates in all three groups; (2) Dominant subjects of Group IU did not differ significantly from dominants in the other two groups with respect to time spent in approach and display; and (3) Fish exposed to mirrors prior to combat required significantly fewer sessions to establish dominance than fish not receiving mirror exposure. Results suggest that dominant fish can be distinguished on the basis of their approach tendency and threat-display scores prior to actual physical combat. An habituation model of dominance determination was proposed. 相似文献
909.
By taking both pupils’ and teachers’ actions as the point of departure, this study aimed to understand governance within a primary school classroom. Video footage was recorded in an English primary school in which mathematics happened to be the focus. This data was analysed to identify the directions of both governance and self-governance and to help understand the consequences for pupil and teacher subjectivities. Our findings revealed the central role of national testing and inspection policy in constituting staff as ‘evidence hunters’ and pupils as ‘confessant and unafraid producers of evidence’. Both staff and pupils were complicit in creating sufficient space for everyone to fulfil their obligation to be accountable to the school’s senior leadership team (SLT), school inspectors and national attainment tests. As a consequence, mathematical knowing was simplified into a discipline of reproducing testable calculation, in which other possibilities of mathematical knowing were foreclosed. 相似文献
910.
Steven C. Riggert Daniel Ash Mike A. Boyle John Kinney David A. Howarth Carolyn Rudy-Parkins 《Innovative Higher Education》2004,29(1):7-19
Metropolitan College is a distinctive and innovative business–education partnership that provides educational opportunities to many Kentucky residents who would otherwise be unable to attend college. The program also provides significant, tangible benefits to the business and education partners, as well as to the local and statewide community. This article outlines the structure of the Metropolitan College, chronicles some measures of program impact, and briefly describes the values on which the program was founded and continues to operate. 相似文献