全文获取类型
收费全文 | 10147篇 |
免费 | 98篇 |
国内免费 | 59篇 |
专业分类
教育 | 8582篇 |
科学研究 | 843篇 |
各国文化 | 12篇 |
体育 | 356篇 |
综合类 | 319篇 |
信息传播 | 192篇 |
出版年
2024年 | 6篇 |
2023年 | 56篇 |
2022年 | 85篇 |
2021年 | 361篇 |
2020年 | 405篇 |
2019年 | 265篇 |
2018年 | 219篇 |
2017年 | 239篇 |
2016年 | 225篇 |
2015年 | 244篇 |
2014年 | 549篇 |
2013年 | 981篇 |
2012年 | 859篇 |
2011年 | 748篇 |
2010年 | 485篇 |
2009年 | 455篇 |
2008年 | 589篇 |
2007年 | 633篇 |
2006年 | 578篇 |
2005年 | 552篇 |
2004年 | 447篇 |
2003年 | 372篇 |
2002年 | 345篇 |
2001年 | 255篇 |
2000年 | 170篇 |
1999年 | 41篇 |
1998年 | 27篇 |
1997年 | 29篇 |
1996年 | 12篇 |
1995年 | 19篇 |
1994年 | 16篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 3篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
31.
Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203
This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity. 相似文献
32.
Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning. 相似文献
33.
The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes. 相似文献
34.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers. 相似文献
35.
36.
This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression. 相似文献
37.
38.
Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory. 相似文献
39.
40.
罗二鸣 《宁波教育学院学报》2003,5(3):79-82
教师自身美的形象、数学美的形态、美好学习品质的培养构成了中学数学美教育。它符合素质教育的要求 ,体现了数学自身美和数学教学美的统一 ,并且 ,对教学质量的提高有一定的促进作用。 相似文献