全文获取类型
收费全文 | 1413篇 |
免费 | 34篇 |
专业分类
教育 | 1099篇 |
科学研究 | 26篇 |
各国文化 | 24篇 |
体育 | 46篇 |
文化理论 | 4篇 |
信息传播 | 248篇 |
出版年
2022年 | 8篇 |
2021年 | 12篇 |
2020年 | 17篇 |
2019年 | 31篇 |
2018年 | 40篇 |
2017年 | 52篇 |
2016年 | 45篇 |
2015年 | 35篇 |
2014年 | 43篇 |
2013年 | 329篇 |
2012年 | 45篇 |
2011年 | 50篇 |
2010年 | 33篇 |
2009年 | 37篇 |
2008年 | 54篇 |
2007年 | 34篇 |
2006年 | 37篇 |
2005年 | 28篇 |
2004年 | 27篇 |
2003年 | 23篇 |
2002年 | 36篇 |
2001年 | 21篇 |
2000年 | 15篇 |
1999年 | 20篇 |
1998年 | 13篇 |
1997年 | 18篇 |
1996年 | 36篇 |
1995年 | 16篇 |
1994年 | 24篇 |
1993年 | 29篇 |
1992年 | 21篇 |
1991年 | 19篇 |
1990年 | 21篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 8篇 |
1986年 | 11篇 |
1985年 | 14篇 |
1984年 | 13篇 |
1983年 | 10篇 |
1982年 | 10篇 |
1981年 | 10篇 |
1980年 | 14篇 |
1979年 | 13篇 |
1978年 | 6篇 |
1977年 | 12篇 |
1976年 | 5篇 |
1975年 | 4篇 |
1971年 | 3篇 |
1967年 | 5篇 |
排序方式: 共有1447条查询结果,搜索用时 15 毫秒
31.
32.
Nancy L. Williams Karen H. Larwin 《Journal of Research on Technology in Education》2016,48(3):143-158
This study explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by performance on the Ohio Graduation Test (OGT). The sample included 24 treatment schools that were individually paired with a similar control school. An interrupted time series methodology was deployed to examine OGT data over a period of 5 to 8 years. Overall student performance and content-specific achievement in math, reading, science, social studies, and writing were not significantly affected by the introduction of 1:1 computing. Treatment schools using a netbook device produced the greatest overall change in scores. 相似文献
33.
Roberts J. Kyle Henson Robin K. Tharp Barbara Z. Moreno Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213
Journal of Science Teacher Education - 相似文献
34.
Krilowicz B Johnston W Sharp SB Warter-Perez N Momand J 《CBE life sciences education》2007,6(1):74-83
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI. 相似文献
35.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
36.
Nancy L. Halliday Mary B. Moon Daniel L. O'Donoghue Britta M. Thompson Sheila M. Crow 《Anatomical sciences education》2019,12(4):399-406
The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation. 相似文献
37.
38.
This study was designed to examine differences in the report-writing skills of doctoral and nondoctoral school psychologists. Fourteen doctoral level and 13 specialist level public school psychologists provided the 50 school psychological reports used in this study; 25 reports were written by doctoral level school psychologists and 25 were written by specialist level school psychologists. The reports were categorized according to the referral problem: mental retardation, learning disability, reading problem, emotional difficulty, and behavior problem. The psychological reports were rated by a panel of educators using an 18-item rating scale. The results indicated no significant differences between the ratings of the doctoral and nondoctoral school psychologists' reports. Educators did, however, consistently rate reports that analyzed mentally retarded children's evaluations better than any of the other four report categories, regardless of the degree level of the school psychologist. Results indicated that both specialist level and doctoral level school psychologists are capable of meeting the needs of educators in the area of report writing. 相似文献
39.
The Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples. 相似文献
40.