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911.
912.
Evaluating the impact of an environmental education programme: an empirical study in Mexico 总被引:1,自引:1,他引:0
Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Victoria Reyes‐García 《Environmental Education Research》2009,15(3):371-387
This study draws on information from 11 in‐depth interviews, two focus groups and 72 written questionnaires to evaluate an extra‐curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design. 相似文献
913.
3D技术是体育电视发展的必然趋向。运用传播心理学的方法,通过心率监测仪等器械的实证研究,我们对受众对3D和2D的体育节目观测体验进行了对比研究。虽然仍有很多人对这一技术存在疑问,但研究结果证明3D体育转播的前景仍然是值得期待的。 相似文献
914.
Benjamin Bartl Jiří Trejbal Michal Ďurovič Soňa Vašíčková Irena Valterová 《Journal of Cultural Heritage》2012,13(3):275-284
Thirteen samples of an efflorescence collected from the surface of beeswax seals or from beeswax used for their restoration were analysed in detail. The samples were of different origin, age and storage history. The composition and the incidence of the efflorescence was correlated with a chemical composition of historical and recent beeswax samples. The composition of the crystalline layer was found to be very similar in all the samples. Linear monounsaturated alkenes containing 31 and 33 carbon atoms, more precisely (Z)-hentriacont-10-ene and (Z)-tritriacont-10-ene, were identified as main components. The analyses of beeswax have revealed that all compounds identified in “wax bloom” naturally occur in recent beeswax. However, the historical beeswaxes contained only traces of unsaturated hydrocarbons, if anything. The efflorescence was observed primarily on the surfaces of those samples which contained larger proportion of alkenes. The presented results could be of particular importance not only for better understanding of the described phenomenon, but also for the development of new beeswax-based materials, which would be “bloom resistant” and useful for conservation purposes. 相似文献
915.
Effective instructional explanations help the students to construct coherent mental representations. To do so, one condition
is that they must be tailored to students’ needs. It is hypothesized that explanations are more helpful if they also explicitly
aid the students to detect problems in their mental representations, as this provokes an impasse that motivates students to
process the explanation deeply. Participants were provided with a computer-based material on plate tectonics and then with
explanatory support in the form of either a tailored explanation preceded by an impasse-trigger (I + E group) or an identical
explanation without the impasse-trigger (noI + E group). After the reading of the materials they solved retention and transfer
tests; their flawed ideas were also counted. Participants in the I + E group recalled more correct information, generated
more transfer solutions, and showed fewer flawed ideas than those in the noI + E group. This indicates that tailored explanations
combined with impasse-triggers that make explicit conflicts between the text model and the students′ models can indeed foster
deep learning. 相似文献
916.
Reading Science Texts—Epistemology, Inquiry, Authenticity—A Rejoinder to Jonathan Osborne 总被引:1,自引:1,他引:0
Stephen P. Norris Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Linda M. Phillips Anat Yarden 《Research in Science Education》2009,39(3):405-410
We shall structure this rejoinder around two main sections. In the first, we address three underlying assumptions of our work
that Osborne has identified. We indicate points of agreement, disagreement, and clarification. In the second section, we discuss
briefly and add our clarifications to three understandings of his that Osborne introduces into the discussion. It should be
noted that Osborne’s response is grounded in the same basic assumption as our set of papers, namely, the central role played
by reading and writing, and communicative activities in general, both in science and in learning science. 相似文献
917.
Estefanía Estévez Sergio Murgui Gonzalo Musitu 《European Journal of Psychology of Education - EJPE》2009,24(4):473-483
The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims
and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured
considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a
general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state
secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved
a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels
of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those
of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and
expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the
strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing
more similarities with the latter and a general poor psychosocial profile. 相似文献
918.
Most industrialised countries have adopted training strategies for pre‐service teachers that place experienced teacher guidance centre stage, particularly within the context of regular pre‐service field training sessions. In this article, after analysing the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programmes at the University of Sherbrooke, the authors underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training. They conclude by underlining the importance of supporting the professional development of practising teachers regarding the use of ICT, with the aim of changing practices observed by students in training and optimising the probability of increasing the use of these technologies in their future role as teachers. 相似文献
919.
Jesús Suárez-Rodríguez Gonzalo Almerich Natividad Orellana Isabel Díaz-García 《Educational technology research and development : ETR & D》2018,66(5):1165-1187
The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers’ ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use with students). The model also considers how personal and contextual factors influence this relationship. A secondary analysis study was used, whose sample included 1095 male and female Primary, Secondary and Higher Education teachers from the Valencian Community (east Spain). Information was collected with a questionnaire from two survey design studies. Using an MIMIC model, teachers’ integration of ICT was optimally modeled. This model shows a complex relation between competence and use. Technological competences influence pedagogical competences and personal-professional use, while pedagogical competences influence personal-professional use and use in class. Use in class is influenced by both pedagogical competences and personal-professional use. Personal and contextual factors influenced the four dimensions of use and competence. This basic model of the relationship between teachers’ ICT competences and using these educational resources helps us to understand the complex process of integrating ICT into classrooms. Therefore, this model is a key element to guide teacher training in ICT. 相似文献
920.
Jorge Arenas-Gaitán Francisco Javier Rondán-Cataluña Patricio E. Ramírez-Correa 《Interactive Learning Environments》2018,26(1):135-147
There is not a unique attitude towards the implementation of digital technology in educational sceneries. This paper aims to validate an adaptation of the DeLone and McLean information systems success model in the context of a learning management system. Furthermore, this study means to prove (1) the necessity of segmenting students in order to fit the model more accurately and (2) the impact of other new Internet tools on students’ perceptions with regard to learning management systems. Partial least squares has been used to analyse the measurement and the structural model. Subsequently, the Finite Mixture Partial Least Squarestechnique has been employed to examine unobserved heterogeneity and to find users’ segments. The results of this research indicate that to segment between two groups of students is especially useful in order to improve the understanding of the success of a learning management system. This segmentation is made according to the importance which the students attribute to the new Internet tools to support their learning. 相似文献