全文获取类型
收费全文 | 1641篇 |
免费 | 40篇 |
国内免费 | 3篇 |
专业分类
教育 | 1183篇 |
科学研究 | 67篇 |
各国文化 | 20篇 |
体育 | 154篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 246篇 |
出版年
2023年 | 9篇 |
2022年 | 13篇 |
2021年 | 20篇 |
2020年 | 42篇 |
2019年 | 65篇 |
2018年 | 78篇 |
2017年 | 95篇 |
2016年 | 81篇 |
2015年 | 56篇 |
2014年 | 69篇 |
2013年 | 386篇 |
2012年 | 46篇 |
2011年 | 51篇 |
2010年 | 33篇 |
2009年 | 50篇 |
2008年 | 50篇 |
2007年 | 38篇 |
2006年 | 49篇 |
2005年 | 43篇 |
2004年 | 36篇 |
2003年 | 38篇 |
2002年 | 22篇 |
2001年 | 16篇 |
2000年 | 19篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 14篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 14篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 12篇 |
1988年 | 17篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 9篇 |
1984年 | 9篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1973年 | 7篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1968年 | 7篇 |
1906年 | 3篇 |
排序方式: 共有1684条查询结果,搜索用时 31 毫秒
841.
Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
The papers in this special issue focus on instructional strategies with manipulatives. Often described as “hands-on learning”, these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors’ papers. 相似文献
842.
Deborah Rivas‐Drake Eleanor K. Seaton Carol Markstrom Stephen Quintana Moin Syed Richard M. Lee Seth J. Schwartz Adriana J. Uma?a‐Taylor Sabine French Tiffany Yip Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57
The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth. 相似文献
843.
Karen L. Bierman Robert L. Nix Brenda S. Heinrichs Celene E. Domitrovich Scott D. Gest Janet A. Welsh Sukhdeep Gill 《Child development》2014,85(1):140-159
One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. 相似文献
844.
845.
Catherine Adams Yin Yin Luis Francisco Vargas Madriz C. Scott Mullen 《Distance Education》2014,35(2):202-216
The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large-scale virtual learning environments. Also, MOOCs’ reputed disruptive, game-changing potential for education remains unsubstantiated. A sober counterbalance is needed, in particular, via attending to students’ everyday accounts of the complex realities of learning in these massive online courses. This article reports on an exploratory, phenomenological study of the xMOOC learning experience. Our interest was not the xMOOC experience of students in general, but in its singular, lived particularities. What we discovered was a unique and intimate tutorial sphere that seemed to develop for some xMOOC students in the context of the video lectures, an experience sometimes marked by a sense of fandom surround. 相似文献
846.
847.
Sara E. Brownell Scott Freeman Mary Pat Wenderoth Alison J. Crowe 《CBE life sciences education》2014,13(2):200-211
Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.
The intent of the Vision and Change conversations and national conference was to move toward a consensus framework in the biology community that would be broadly adaptable, given the unique structures, capacities, and constraints of individual life sciences programs … We pose these core concepts … as a resource and starting point based on the collective experience and wisdom of a broad national community of biological scientists and educators.Vision and Change (AAAS, 2011 , p. 11)Biology is without question the most diverse of the science, technology, engineering, and mathematics (STEM) disciplines. What began as an observational science has blossomed into a wide-ranging set of subdisciplines, each with its own set of key concepts, experimental techniques, and approaches to the study of life. The discipline is currently so segmented that biologists who work in particular subdisciplines attend separate scientific meetings, publish in specialty journals, and are sometimes housed in different departments.The rapid expansion and increased diversity of the field has greatly expanded the scope and impact of biological discoveries but creates a challenge for instructors. The exponential rate of discovery in biology makes it difficult to decide what to teach in a 4-yr undergraduate curriculum. Given that we cannot teach everything, can we reach consensus about what is most important to teach? 相似文献
848.
Greg Jones Scott J. Warren Demetria Ennis-Cole Gerald Knezek Lin Lin Cathie Norris 《TechTrends》2014,58(4):19-26
This article discusses a systemic change that expanded the doctorate in Learning Technologies at the University of North Texas to include a distributed option, delivered primarily online. It provides an overview of the development process from concept to initial implementation. The article examines the specific differences that make the online version different from its residential counterpart. We share both the challenges that emerged as well as suggestions for improvement that have come from our experience. 相似文献
849.
850.
Sidney L. Jackson Barbara Nykoruk Doug Newsom Alan Scott Richard Weiner 《Communication Booknotes Quarterly》2013,44(9):110-111
Sidney L. Jackson's Libraries and Librarianship in the West: A Brief History (New York: McGraw-Hill, 1974---price not given, hardback) Barbara Nykoruk (ed.) Authors in the News (Detroit, Mich.: Gale Research Co., 1976---$24.00) Doug Newsom and Alan Scott's This is PRI The Realities of Public Relations (Belmont, Calif.: Wadsworth, 1976---$12.95 1 with an instructor's manual available as well) Richard Weiner's Professional's Guide to Publicity (Richard Weinter, Inc., 888 Seventh Ave., New York 10019---$6.95, paper) Richard Weiner's Syndicated Columnists (hardbound, 154 pages, $20.00) 相似文献