全文获取类型
收费全文 | 587篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 467篇 |
科学研究 | 41篇 |
各国文化 | 3篇 |
体育 | 29篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 45篇 |
出版年
2020年 | 4篇 |
2018年 | 9篇 |
2017年 | 13篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 189篇 |
2012年 | 9篇 |
2011年 | 9篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 5篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1996年 | 9篇 |
1994年 | 5篇 |
1993年 | 17篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 17篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1985年 | 9篇 |
1984年 | 5篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 7篇 |
1974年 | 8篇 |
1972年 | 4篇 |
1969年 | 7篇 |
1968年 | 11篇 |
1967年 | 11篇 |
1966年 | 4篇 |
1924年 | 4篇 |
1923年 | 4篇 |
1918年 | 5篇 |
1915年 | 3篇 |
排序方式: 共有593条查询结果,搜索用时 15 毫秒
31.
Susan Herbert 《International Journal of Science Education》2013,35(7):979-993
The purpose of this study was to investigate the nature of students’ responses to a cross‐cultural science unit entitled “Maintaining health.” The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students’ responses to a pre‐test and post‐test, and their reflections on their learning. The responses were analysed using the collateral learning model. There was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discussed. 相似文献
32.
33.
Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle 《Early education and development》2015,26(3):399-426
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. 相似文献
34.
35.
36.
This article describes an interview study on Finnish upper secondary school students' values of nature. Even if the Finnish adolescents' interest in nature has decreased, most of the interviewees in this study regarded nature as worthy of maintenance. They valued nature for its material, aesthetic, and recreational values, as well as its diversity and future value, and because of their holistic view of nature. The nature values of the students were complex. Therefore, we suggest education that supports their value development through deliberation, authentic involvement, and outdoor activities. 相似文献
37.
38.
39.
40.