全文获取类型
收费全文 | 662篇 |
免费 | 1篇 |
专业分类
教育 | 530篇 |
科学研究 | 19篇 |
各国文化 | 14篇 |
体育 | 30篇 |
文化理论 | 5篇 |
信息传播 | 65篇 |
出版年
2020年 | 3篇 |
2019年 | 13篇 |
2018年 | 15篇 |
2017年 | 25篇 |
2016年 | 17篇 |
2015年 | 3篇 |
2014年 | 15篇 |
2013年 | 155篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 13篇 |
2008年 | 7篇 |
2007年 | 13篇 |
2006年 | 22篇 |
2005年 | 19篇 |
2004年 | 18篇 |
2003年 | 24篇 |
2002年 | 17篇 |
2001年 | 18篇 |
2000年 | 22篇 |
1999年 | 6篇 |
1998年 | 9篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 16篇 |
1994年 | 9篇 |
1993年 | 15篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1989年 | 6篇 |
1988年 | 10篇 |
1987年 | 3篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 6篇 |
1971年 | 5篇 |
1970年 | 8篇 |
1969年 | 7篇 |
1964年 | 2篇 |
排序方式: 共有663条查询结果,搜索用时 0 毫秒
31.
Anita Stender Martin Schwichow Corinne Zimmerman Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831
ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. 相似文献
32.
Don Latham 《Children‘s Literature in Education》2008,39(3):213-226
In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation,
collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts
and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of
meaning.
相似文献
Don LathamEmail: |
33.
34.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
35.
Don Randall 《Children‘s Literature in Education》2010,41(1):28-39
Robert Louis Stevenson’s poem “Foreign Children,” Rudyard Kipling’s poem “We and They,” and Frances Temple’s youth novel The Beduins’ Gazelle are the texts submitted to detailed analysis in this article, which examines cross-cultural perspectives in relation to imperial
and post-imperial social contexts. Stevenson is shown to portray the basic structure of an imperial cross-cultural perspective,
which Kipling problematizes and calls into question. Analysis of Temple reveals her awareness of the problems and limitations
that inhere in an imperial perspective and shows that her work presents innovative, contemporary approaches to the representation
of cross-cultural perspectives. 相似文献
36.
37.
38.
Jonathan D. Bartlett Graeme L. Close Don P. M. MacLaren Warren Gregson Barry Drust 《Journal of sports sciences》2013,31(6):547-553
Abstract The aim of this study was to objectively quantify ratings of perceived enjoyment using the Physical Activity Enjoyment Scale following high-intensity interval running versus moderate-intensity continuous running. Eight recreationally active men performed two running protocols consisting of high-intensity interval running (6×3 min at 90% [Vdot]O2max interspersed with 6×3 min active recovery at 50% [Vdot]O2max with a 7-min warm-up and cool down at 70% [Vdot]O2max) or 50 min moderate-intensity continuous running at 70% [Vdot]O2max. Ratings of perceived enjoyment after exercise were higher (P < 0.05) following interval running compared with continuous running (88 ± 6 vs. 61 ± 12) despite higher (P < 0.05) ratings of perceived exertion (14 ± 1 vs. 13 ± 1). There was no difference (P < 0.05) in average heart rate (88 ± 3 vs. 87 ± 3% maximum heart rate), average [Vdot]O2 (71 ± 6 vs. 73 ± 4%[Vdot]O2max), total [Vdot]O2 (162 ± 16 vs. 166 ± 27 L) or energy expenditure (811 ± 83 vs. 832 ± 136 kcal) between protocols. The greater enjoyment associated with high-intensity interval running may be relevant for improving exercise adherence, since running is a low-cost exercise intervention requiring no exercise equipment and similar relative exercise intensities have previously induced health benefits in patient populations. 相似文献
39.
40.