全文获取类型
收费全文 | 16970篇 |
免费 | 253篇 |
国内免费 | 54篇 |
专业分类
教育 | 12542篇 |
科学研究 | 1196篇 |
各国文化 | 178篇 |
体育 | 1206篇 |
综合类 | 44篇 |
文化理论 | 84篇 |
信息传播 | 2027篇 |
出版年
2021年 | 184篇 |
2020年 | 231篇 |
2019年 | 353篇 |
2018年 | 501篇 |
2017年 | 542篇 |
2016年 | 497篇 |
2015年 | 325篇 |
2014年 | 462篇 |
2013年 | 3431篇 |
2012年 | 452篇 |
2011年 | 465篇 |
2010年 | 414篇 |
2009年 | 396篇 |
2008年 | 413篇 |
2007年 | 385篇 |
2006年 | 411篇 |
2005年 | 369篇 |
2004年 | 255篇 |
2003年 | 251篇 |
2002年 | 226篇 |
2001年 | 368篇 |
2000年 | 291篇 |
1999年 | 259篇 |
1998年 | 162篇 |
1997年 | 155篇 |
1996年 | 168篇 |
1995年 | 145篇 |
1994年 | 153篇 |
1993年 | 135篇 |
1992年 | 215篇 |
1991年 | 207篇 |
1990年 | 236篇 |
1989年 | 217篇 |
1988年 | 178篇 |
1987年 | 184篇 |
1986年 | 197篇 |
1985年 | 184篇 |
1984年 | 184篇 |
1983年 | 174篇 |
1982年 | 138篇 |
1981年 | 140篇 |
1980年 | 133篇 |
1979年 | 195篇 |
1978年 | 162篇 |
1977年 | 119篇 |
1976年 | 121篇 |
1975年 | 112篇 |
1974年 | 102篇 |
1973年 | 107篇 |
1971年 | 117篇 |
排序方式: 共有10000条查询结果,搜索用时 46 毫秒
201.
用数学归纳法,对正态总体抽样分布中的两个定理给出了一种简单的证明,以期为概率论与数理统计的有效教学提供借鉴. 相似文献
202.
The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those activities. Mathematics achievement was assessed by teachers based on UK National Curriculum standards. At both ages self-evaluation was approximately 40% heritable, with the rest of the variance explained by non-shared environment. The results also suggested moderate reciprocal associations between self-evaluation and mathematics achievement across time, with earlier self-evaluation predicting later performance and earlier performance predicting later self-evaluation. These cross-lagged relationships were genetically rather than environmentally mediated. 相似文献
203.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
204.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
205.
The design of motivational agents and avatars 总被引:1,自引:0,他引:1
Amy L. Baylor 《Educational technology research and development : ETR & D》2011,59(2):291-300
While the addition of an anthropomorphic interface agent to a learning system generally has little direct impact on learning,
it potentially has a huge impact on learner motivation. As such agents become increasingly ubiquitous on the Internet, in
virtual worlds, and as interfaces for learning and gaming systems, it is important to design them to optimally impact motivation.
The focus of this paper is on the design of agents and avatars (one’s self-representation as a visual agent) for enhancing
motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration,
and/or improving stereotypes. Together with motivational messages and dialogue (which are not discussed here), the agent’s
appearance is the most important design feature as it dictates the learner’s perception of the agent as a virtual social model,
in the Bandurian sense. The message delivery, through a human-like voice with appropriate and relevant emotional expressions,
is also a key motivational design feature. More research is needed to determine the specifics with respect to the ideal agent
voice and the role of other nonverbal communication (e.g., deictic gestures) that may contribute to the agent’s role as an
embodied motivator, particularly in the long-term. 相似文献
206.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2011,22(2):129-149
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford
University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding
of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall
the students participating in the program improved their understanding of the target aspects of NOS through use of explicit
reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in
their understanding of the tentative nature of science and the roles of observation in scientific work, although there was
still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these
specific topics and the role explicit reflective practice can play in identifying the particular problems students have in
distinguishing these constructs. 相似文献
207.
208.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
209.
Kushalnagar P Topolski TD Schick B Edwards TC Skalicky AM Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523
Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life. 相似文献
210.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引:1,自引:0,他引:1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献