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991.
长期以来,我国学生英语词汇学习普遍采用死记硬背的方法,这种方法把有趣学习变成枯燥乏味的过程,最终导致英语学习出现“费时较多,收效较低”的局面。原型范畴理论认为事物以范畴的方式存在,范畴中的各成员存在着家族相似性和等级性,范畴可以划分为基本层次范畴、上位范畴和下属范畴。英语词汇学习可以在原型范畴理论的指导下进行大胆探索,以提高学生的学习兴趣和学习效果,改变“费时低效”的局面。 相似文献
992.
国外远程学习者在线学习障碍研究 总被引:1,自引:0,他引:1
远程教育中在线学习障碍成为人们新的关注点,文章在文献调研的基础上,整理和讨论了国外远程学习者在线学习障碍的分类、影响因素和原因以及解决对策和建议,并与国内的研究情况做了分析和比较。 相似文献
993.
994.
While some difficult learning conditions can improve learning, the findings regarding the contribution to learning of disfluent, hard-to-read text materials have been inconsistent. We identified test delay and disfluency manipulations as factors potentially contributing to these discrepancies. We tested students' immediate and delayed memory performance (2 weeks later) on a course text that was presented between-subjects (N = 134) either as perceptually disfluent with a hard-to-read-font, as lexically disfluent with 20% scrambled letters, or in its original format. By distinguishing between short-term and long-term learning, our expectations were supported; an illegible font reduced forgetting, thereby producing delayed memory benefits. We also tested whether lexical disfluency would have similar memory effects as perceptual disfluency, as the meta-cognitive perspective suggests, or whether different disfluency manipulations would have different memory effects, as ideas from a contextualized framework on desirable difficulties suggests. The findings supported the latter. The results are discussed regarding the generalizability of the disfluency effects and the implications for when disfluency is desirable. 相似文献
995.
It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking new information with prior knowledge. A potential approach to making retrieval more effective, therefore, is to enrich retrieval instructions with the requirement to elaborate on the learning contents and link them to what is already known. In this study, we compared a free recall condition, as used in many studies on learning by retrieval, with a prompted recall condition in which learners were required to recall the information and apply it to their lives. Fifty-six undergraduate students were randomly assigned to one of these two conditions. They learned from a video-recorded lecture. One week later, learning outcomes were assessed by a posttest measuring fact recall and comprehension of the contents from the video lecture. Learners in the prompted recall group, compared to the free recall group, used more elaborative strategies in response to the recall task and achieved better comprehension scores. The effect on comprehension was mediated by the use of elaborative strategies. This pattern of results supports the constructive retrieval hypothesis, stating that retrieval is most effective when it involves constructive elaboration of the contents being learned. Our findings also encourage the use of pedagogical tasks in classroom teaching that combine elaboration and retrieval. 相似文献
996.
Derek Cheung 《International Journal of Science Education》2013,35(16):2185-2203
Students’ attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity of data. This paper describes a study of students’ attitudes toward chemistry lessons in Hong Kong secondary schools. One of the scales in the Test of Science‐Related Attitudes developed by Fraser was modified to form an Attitude Toward Chemistry Lessons Scale (ATCLS). The construction of the ATCLS was based on a theoretical model with four dimensions: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry. The arguments for inclusion of these four dimensions are presented. The final version of ATCLS was administered to 954 students. The results of confirmatory factor analysis indicated that there was a good fit between the hypothesised model and the observed data. 相似文献
997.
通过概述与家校合作关系相关的一些实践和研究,着重关注促进家校合作关系方面孩子的作用以及数字技术所提供的机会。首先讨论了父母在家校关系中的作用,然后转向家庭学习和学校学习之间的联系,最后探讨了孩子是如何实现家校之间的过渡和建立家校之间的联系以及技术在支持家校关系中的应用和潜力。经过综述发现,目前的研究对孩子在家校关系中的作用关注很少,也没有实证证据探究数字技术如何支持孩子在家校关系中的积极作用,需要对这些领域进行进一步的研究。 相似文献
998.
谭文青 《广东技术师范学院学报》2002,(2):106-109
为适应培养新世纪人才的要求 ,高校英语课堂的教学质量要大力提高 ,这就需要借助新的手段、新的方式来实现。本文根据教学理论的发展 ,把计算机网络应用到英语课堂教学 ,特别是应用到《英美报刊选读》课程中的必要性及优势进行探讨 ,最终达到提高课堂教学质量的目的。 相似文献
999.
1000.
基于关联主义的大规模网络开放课程(MOOC)及其学习支持 总被引:4,自引:0,他引:4
基于关联主义(Connectivism)学习理论的大规模网络开放课程(MOOC)具有不同于传统教学的特征和结构,它将学习者置身于真实的网络环境之中,让他们自发地交流、协作、建立连接、构建学习网络,即进行学习的自组织;同时,课程组织者设定学习主题、安排专家互动、推荐学习资源、促进分享和协作,承担大量幕后支持工作,即进行学习的他组织。高自主性和高退出率在关联主义MOOC中并存,作为他组织的学习支持应遵循学习的自组织规律,实现学习自组织与他组织之间的动态平衡。 相似文献