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111.
112.
How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts? 相似文献
113.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
114.
115.
Todd L. Sandel Richard Buttny Mary Varghese 《Journal of Intercultural Communication Research》2019,48(1):52-71
Students were linked virtually across three contexts: U.S., Malaysia, and China. Differences emerged in how student-created messages were constructed and interpreted; these impacted perceived relational affiliation. Messages constructed by students in Malaysia and China exhibited casual talk, greater self-disclosure, requests for personal information, and greater use of emoticons/emoji. Interactions were perceived as informal, friendly, and positive. U.S. students’ messages often showed institutional talk, less self-disclosure, and more attention to the instructor-assigned task. Asian-U.S. student pairs perceived their interactions as formal, less friendly, and less positive. This study shows how online technologies may be afforded and shaped by culture and interaction. 相似文献
116.
Mary Pommerich 《Journal of Educational Measurement》2006,43(2):97-111
Domain scores have been proposed as a user-friendly way of providing instructional feedback about examinees' skills. Domain performance typically cannot be measured directly; instead, scores must be estimated using available information. Simulation studies suggest that IRT-based methods yield accurate group domain score estimates. Because simulations can represent best-case scenarios for methodology, it is important to verify results with a real data application. This study administered a domain of elementary algebra (EA) items created from operational test forms. An IRT-based group-level domain score was estimated from responses to a subset of taken items (comprised of EA items from a single operational form) and compared to the actual observed domain score. Domain item parameters were calibrated both using item responses from the special study and from national operational administrations of the items. The accuracy of the domain score estimates were evaluated within schools and across school sizes for each set of parameters. The IRT-based domain score estimates typically were closer to the actual domain score than observed performance on the EA items from the single form. Previously simulated findings for the IRT-based domain score estimation procedure were supported by the results of the real data application. 相似文献
117.
Mary Diederich Ott 《Research in higher education》1978,9(2):137-150
After 1.5 years of college, men and women engineering students in a population of 42 schools had different retention rates in engineering at their original schools. Based on a sample of students at 16 schools, the estimated population retention rates were 73.3% for men and 67.8% for women. This report discusses student characteristics that were related to retention for men or women, as well as the destinations of students who left engineering at their original schools. 相似文献
118.
Mary M. Atwater Malcolm B. Butler Tonjua B. Freeman Eileen R. Carlton Parsons 《Journal of Science Teacher Education》2013,24(8):1293-1313
Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts. 相似文献
119.
Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested. 相似文献
120.
M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249
Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are
one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics
teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use
technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned
to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions
that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived
importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics
and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献