全文获取类型
收费全文 | 4927篇 |
免费 | 98篇 |
国内免费 | 3篇 |
专业分类
教育 | 3920篇 |
科学研究 | 191篇 |
各国文化 | 79篇 |
体育 | 196篇 |
综合类 | 7篇 |
文化理论 | 32篇 |
信息传播 | 603篇 |
出版年
2022年 | 19篇 |
2021年 | 37篇 |
2020年 | 71篇 |
2019年 | 112篇 |
2018年 | 144篇 |
2017年 | 165篇 |
2016年 | 142篇 |
2015年 | 88篇 |
2014年 | 104篇 |
2013年 | 1253篇 |
2012年 | 116篇 |
2011年 | 139篇 |
2010年 | 97篇 |
2009年 | 119篇 |
2008年 | 117篇 |
2007年 | 117篇 |
2006年 | 104篇 |
2005年 | 108篇 |
2004年 | 301篇 |
2003年 | 190篇 |
2002年 | 102篇 |
2001年 | 80篇 |
2000年 | 106篇 |
1999年 | 72篇 |
1998年 | 51篇 |
1997年 | 72篇 |
1996年 | 53篇 |
1995年 | 60篇 |
1994年 | 62篇 |
1993年 | 48篇 |
1992年 | 55篇 |
1991年 | 49篇 |
1990年 | 43篇 |
1989年 | 38篇 |
1988年 | 29篇 |
1987年 | 21篇 |
1986年 | 33篇 |
1985年 | 41篇 |
1984年 | 36篇 |
1983年 | 38篇 |
1982年 | 33篇 |
1981年 | 28篇 |
1980年 | 31篇 |
1979年 | 23篇 |
1978年 | 32篇 |
1977年 | 21篇 |
1976年 | 23篇 |
1975年 | 14篇 |
1973年 | 14篇 |
1969年 | 15篇 |
排序方式: 共有5028条查询结果,搜索用时 15 毫秒
71.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
72.
Malloy ME 《The Journal of perinatal education》2011,20(1):8-13
A doula and expectant mother's view of birth is forever changed when she sees a midwife simply place a newly born child below her mother at the moment of birth. The pause that the mother experiences in this moment as she studies, touches, and claims her child prompts the author to reflect in this guest editorial on ways we might be disturbing the natural sequence of birth as we deliver babies directly to their mothers' chests. 相似文献
73.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
74.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
75.
76.
Simone Himbeault Taylor 《About Campus》2011,16(5):13-20
Students are often exposed to an almost breathtaking array of curricular and cocurricular learning experiences, but how do we help them make meaning of their diverse learning? Simone Himbeault Taylor suggests pedagogical processes that promote reflection across learning experiences in a student‐centered approach to integrate learning. 相似文献
77.
Yannis Hadzigeorgiou Barbara Prevezanou Mary Kabouropoulou Manos Konsolas 《Environmental Education Research》2011,17(4):519-536
This paper reports on a study undertaken with the primary aim of investigating the effect of the storytelling teaching approach on kindergarten children's retention of ideas about the importance of trees. The study also assessed the effect of storytelling on children's intention to participate in a tree planting activity that they had to select from a list of activities. The story that was created included such elements as binary opposites, mental images, mystery, and wonder, according to Kieran Egan's theory. The study utilized a two‐group design, was conducted in three phases (pre‐test, intervention, and post‐test), lasted 11 weeks, and its results provide evidence of the effectiveness of the storytelling approach when compared with the traditional method of expository teaching complemented with visual images (pictures) of trees and their importance to human beings. The pedagogical appropriateness of the story, which was based upon the binary pair of opposites ‘security–insecurity’, is also discussed in the paper. 相似文献
78.
Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional
environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school
students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation
and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study
perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and
methodological considerations are provided for future study. 相似文献
79.
翁奕波 《华南师范大学学报(社会科学版)》2003,(6):107-112
面对知识经济占主导地位的21世纪,我国高校科学报的机遇和出路何在?塑造学报的个性风格,打造品牌,逐渐融入市场,这就是高校科学报的根本出路。这是由科学报的基本属性决定的,也是由其本质属性决定的;同时,也是由21世纪知识经济的基本特征决定的,是高校科学报个性风格成熟的必然选择。 相似文献
80.
Margaret Taylor 《The International Journal of Art & Design Education》2005,24(3):325-333
Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition. 相似文献