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71.
Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators 下载免费PDF全文
72.
Alfred Schabmann Vera Popper Barbara Maria Schmidt Christian Kühn Ulrike Pitro Christiane Spiel 《School Leadership & Management》2016,36(2):184-203
In many cases, innovative forms of learning require innovative concepts of using space in school. However, so far there has been a lack of research concerning the perspectives of school principals as important stakeholders in the adoption of alternative school architecture. The present study examines the importance of alternative school architecture in a sample of 1164 principals (56% females, mean-age 52.7 years) in Austria. An online questionnaire was conducted, containing questions about the school building, innovative forms of learning, and principals’ level of information, perceptions, and thoughts on the relevance of school architecture, as well as their motivation and self-efficacy. Results showed that principals are aware of the advantages of certain architectural elements, although these elements have been implemented in only a few schools. A high proportion of respondents report a lack of information about configurations of space that go beyond the traditional corridor-scheme. We conclude that although principals are in general open for the alternative configuration of space further efforts have to be made to overcome the obstacles that prevent principals from launching new concepts of using space, which are a lack of competitive resources and knowledge as well as an inadequate professional network. 相似文献
73.
William Winn Frederick Stahr Christian Sarason Ruth Fruland Peter Oppenheimer Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42
Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006 相似文献
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75.
Young-Suk Grace Kim Christian Vorstius Ralph Radach 《Scientific Studies of Reading》2018,22(5):367-383
The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers’ sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers. 相似文献
76.
This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances. 相似文献
77.
The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem. 相似文献
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79.
Kim Christian Schrøder 《The Communication Review》2013,16(1-2):40-50
The article traces, from the perspective of audience reception research, the gradual methodological rapprochement of once hostile methodological paradigms: the quantitatively oriented uses-and-gratifications research and the qualitatively anchored reception research. While recognizing that the methodological differences stem ultimately from different epistemological perspectives, the article describes how these differences have been played out on the terrain of empirical methodologies for conducting fieldwork on audience practices and meanings. The article considers four stages of this rapprochement: (1) antagonistic self-sufficiency; (2) separate camps; (3) self-critical coexistence; and (4) complementarity and collaboration. 相似文献
80.
James B. Weaver III Stephanie Lee Sargent Christian Kiewitz 《Communication Research Reports》2013,30(3):350-355
Do Type‐A individuals experience communication apprehension? Consistent with theoretical expectations, the data at hand suggest the answer is a qualified “no.” Individuals evidencing a Type‐A personality reported significantly less CA than their Type‐B counterparts. This pattern of findings was strongest for apprehension about communicating in “collective” contexts (e.g., public, group, meeting) but diminished for CA in more “intimate” circumstances (e.g., interpersonal). 相似文献