全文获取类型
收费全文 | 1747篇 |
免费 | 19篇 |
国内免费 | 11篇 |
专业分类
教育 | 1078篇 |
科学研究 | 122篇 |
各国文化 | 9篇 |
体育 | 411篇 |
综合类 | 1篇 |
文化理论 | 30篇 |
信息传播 | 126篇 |
出版年
2023年 | 14篇 |
2022年 | 31篇 |
2021年 | 46篇 |
2020年 | 44篇 |
2019年 | 69篇 |
2018年 | 97篇 |
2017年 | 90篇 |
2016年 | 97篇 |
2015年 | 45篇 |
2014年 | 61篇 |
2013年 | 208篇 |
2012年 | 81篇 |
2011年 | 75篇 |
2010年 | 77篇 |
2009年 | 62篇 |
2008年 | 61篇 |
2007年 | 56篇 |
2006年 | 67篇 |
2005年 | 55篇 |
2004年 | 43篇 |
2003年 | 31篇 |
2002年 | 39篇 |
2001年 | 34篇 |
2000年 | 22篇 |
1999年 | 23篇 |
1998年 | 23篇 |
1997年 | 18篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 8篇 |
1993年 | 9篇 |
1992年 | 11篇 |
1991年 | 8篇 |
1990年 | 15篇 |
1989年 | 8篇 |
1988年 | 10篇 |
1987年 | 6篇 |
1986年 | 11篇 |
1985年 | 6篇 |
1984年 | 11篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1975年 | 12篇 |
1974年 | 6篇 |
1968年 | 3篇 |
排序方式: 共有1777条查询结果,搜索用时 15 毫秒
251.
252.
The purpose of this study was to examine the effects of using ‘hands-on’ models (HOMs) to teach the subject of seasons – a topic about which students often have misconceptions – on students’ expressed models. To this end, three different HOMs were developed. The study sample consisted of 80 seventh graders (ages 12–13). The study had a quasi-experimental design, and a model with a control group was used. The experimental group and the control group were assigned randomly. The study data were collected using an open-ended question form that was administered three times: pre-instruction, post-instruction and a long time after instruction (permanence). The collected data were analysed using the content analysis technique. Frequencies and percentages were used to analyse the changes in the students’ expressed models. The results of the analyses showed that using HOMs was an effective method for teaching the subject of seasons. It was concluded that whereas teaching with HOMs led the students to a ‘scientific’ model, the teaching method used in the control group led the students to a ‘synthesis’ model. In addition, the learning that occurred in the group taught with the HOMs was found to be more permanent than the learning that occurred in the control group. Based on these results, the use of HOMs to teach astronomy and the generalisation of these models has been recommended. Lastly, issues to consider when teaching the subject of seasons have been outlined. 相似文献
253.
Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to. 相似文献
254.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
255.
Family Context and Gender Role Socialization in Middle Childhood: Comparing Girls to Boys and Sisters to Brothers 总被引:1,自引:0,他引:1
We studied the extent of sex-typing across different areas of child functioning (personality, interests, activities) in middle childhood as a function of the traditionality of parents' gender role attitudes and the sex composition of the sibling dyad. Participants included 200 firstborn children ( mean = 10.4 years old), their secondborn siblings ( mean = 7.7 years old) and their mothers and fathers. Family members were interviewed in their homes about their attitudes and personal characteristics and completed a series of seven evening telephone interviews about their daily activities. We measured children's attitudes, personality characteristics, and interests in sex-typed leisure activities (e.g., sports, handicrafts) as well as time spent in sex-typed leisure activities and household tasks (e.g., washing dishes, home repairs) and with same and opposite sex companions (i.e., parents, peers). Analyses revealed that sex-typing was most evident in children's interests and activities. Further, comparisons of girls versus boys and sisters versus brothers revealed that differences in children's sex-typing as a function of fathers' attitudes and sibling sex constellation were most apparent for children's activities. A notable exception was sex-typed peer involvement; time spent with same versus opposite sex peers was impervious to context effects. Analyses focused on children's sex-typing as a function of mothers' attitudes generally were nonsignificant. 相似文献
256.
Marc Hassenzahl und Jochen Prümper 《Informatik - Forschung und Entwicklung》1999,14(3):145-153
Zusammenfassung. Die vorliegende Arbeit gibt Einblick in ein software- ergonomisches Beratungsprojekt zur Entwicklung eines internetbasierten
Informationssystems. Sie beschreibt projektspezifische Probleme und die darauf aufbauende Konzeption des Beratungsprojekts.
Es galt, insbesondere drei Problembereiche zu berücksichtigen: (1) Zusammenarbeit von Software-Entwicklern und Ergonomen,
(2) Integration von Grundprinzipien software-ergonomischer Gestaltung in ein klassisches Vorgehensmodell der Software-Entwicklung
(V-Modell) und (3) Wahl des Zeitpunkts für den Beginn der Beratung. Der konkrete Beratungsproze? unterteilte sich in drei
Phasen: Analyse, Gestaltung und Bewertung des Informationssystems. In jeder dieser Phasen kamen verschiedene software-ergonomische
Methoden (Schriftliche Benutzerbefragung, Gebrauchstauglichkeitsstudien etc.) zum Einsatz, die an die Bedingungen des Projektes
angepa?t wurden. Der besondere Schwerpunkt lag dabei auf der Analysephase.
Eingegangen am 23. November 1998 / Angenommen am 25. M?rz 1999 相似文献
257.
258.
259.
Weissküppel Cordula 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(5-6):600-600
International Review of Education - 相似文献
260.
Zeynep Hatipoğ Sümer Gül Aydin 《International journal for the advancement of counseling》1999,21(4):335-347
The present article deals with the incidence of violence cases inTurkish schools. A review of research based on published research reports andunpublished M.Sc. and Ph.D. dissertations is presented and basic lines of researchare discussed. Special emphasis was placed upon culturally specific issues,besides the culturally determined attitudes of parents and teachers. The need for anationwide system for the prevention of violence and corporal punishment wasemphasized. 相似文献