全文获取类型
收费全文 | 1184篇 |
免费 | 50篇 |
专业分类
教育 | 947篇 |
科学研究 | 33篇 |
各国文化 | 17篇 |
体育 | 62篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 166篇 |
出版年
2023年 | 12篇 |
2022年 | 15篇 |
2021年 | 35篇 |
2020年 | 53篇 |
2019年 | 70篇 |
2018年 | 86篇 |
2017年 | 86篇 |
2016年 | 71篇 |
2015年 | 38篇 |
2014年 | 68篇 |
2013年 | 256篇 |
2012年 | 48篇 |
2011年 | 43篇 |
2010年 | 41篇 |
2009年 | 33篇 |
2008年 | 28篇 |
2007年 | 35篇 |
2006年 | 24篇 |
2005年 | 26篇 |
2004年 | 21篇 |
2003年 | 3篇 |
2002年 | 30篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有1234条查询结果,搜索用时 31 毫秒
231.
Victor Bekkers Henri Beunders Arthur Edwards Rebecca Moody 《The Information Society》2013,29(4):209-219
In November 2007, Dutch secondary school students revolted against a requirement known as the “1040-hour norm.” New Web technologies, like instant messaging, YouTube, and social networking sites, played an important role in the mobilization effort. In this article, the authors argue that these technologies facilitate a shift toward micromobilization by individuals and small groups. In this “1040-hour norm” case study, the authors analyze how the course of the political agenda-setting process is being transformed through the interplay between processes of meso- and micromobilization, and through new micro-to-mass media crossover effects. When supported by micromedia, the effects of micromobilization can create strategic surprises for traditional intermediary organizations and policymakers. 相似文献
232.
Journal of Science Teacher Education - 相似文献
233.
Uncovering Young Children''s Psychological Selves: Individual and Developmental Differences 总被引:2,自引:0,他引:2
Rebecca A. Eder 《Child development》1990,61(3):849-863
3 major goals were addressed: (1) to examine whether 3 1/2-7 1/2-year-old children have consistent and meaningful concepts that reflect psychological self-understanding, (2) to uncover individual differences in young children's self-concepts, and (3) to determine whether any observed differences are stable over time. A new method was developed for assessing young children's self-concepts. 180 children between 3 and 8 years of age were presented with pairs of statements representing the high and low end points of 10 psychological dimensions. For example, the statements "It's not fun to scare people" and "It's fun to scare people" represent the low and high ends of the psychological dimension of aggression. Children were then asked to pick the statement that best described themselves. The dimensional scores were factor analyzed and higher-order factor scales were constructed. These factor scales were found to be internally consistent and psychologically meaningful in each age group, indicating that even young children have psychological concepts of themselves. Moreover, substantial individual differences were demonstrated on the scales even among the youngest children. Finally, these differences were found to be moderately stable over a 1-month test-retest. 相似文献
234.
Rebecca McGraw Kathleen Lynch Yusuf Koc Ayfer Budak Catherine A. Brown 《Journal of Mathematics Teacher Education》2007,10(2):95-121
In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically,
we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers,
in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous
groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of
discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical
concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest
that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions
of mathematics, teaching, and learning. 相似文献
235.
Words to Sleep On: Naps Facilitate Verb Generalization in Habitually and Nonhabitually Napping Preschoolers 下载免费PDF全文
A nap soon after encoding leads to better learning in infancy. However, whether napping plays the same role in preschoolers' learning is unclear. In Experiment 1 (N = 39), 3‐year‐old habitual and nonhabitual nappers learned novel verbs before a nap or a period of wakefulness and received a generalization test examining word extension to novel actors after 24 hr. Only habitual and nonhabitual nappers who napped after learning generalized 24 hr later. In Experiment 2 (N = 40), children learned the same verbs but were tested within 2–3 min of training. Here, habitual and nonhabitual nappers retained the mappings but did not generalize. The results suggest that naps consolidate weak learning that habitual and nonhabitual nappers would otherwise forget over periods of wakefulness. 相似文献
236.
Duhita Mahatmya Janet Morrison Rebecca M. Jones Pamela W. Garner Shannon N. Davis Jill Manske Nancy Berner Ann Johnson Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504
The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research. 相似文献
237.
Rebecca L. Riley Stacey L. Edmonson 《Community College Journal of Research & Practice》2016,40(1):34-46
In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students’ intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities 相似文献
238.
Ryan RM 《Child development》2012,83(3):1085-1101
Using data from the Fragile Families and Child Well-Being Study, the present study tested whether the benefits of a marital birth for early child development diminish as parents' risk of having a nonmarital birth increases (N = 2,285). It was hypothesized that a child's likelihood of being born to unmarried parents is partly a function of father characteristics that predict his capacity to promote child development. Results partially supported hypothesis. A positive association emerged between parental marriage and cognitive outcomes at age 3 only for children whose parents were likely to be married at the child's birth, suggesting average differences between children in married and unmarried families may overestimate the benefit of marriage in subpopulations most impacted by nonmarital birth. 相似文献
239.
240.
Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. 相似文献