全文获取类型
收费全文 | 1747篇 |
免费 | 32篇 |
国内免费 | 40篇 |
专业分类
教育 | 1193篇 |
科学研究 | 269篇 |
各国文化 | 7篇 |
体育 | 78篇 |
综合类 | 81篇 |
文化理论 | 11篇 |
信息传播 | 180篇 |
出版年
2024年 | 5篇 |
2023年 | 16篇 |
2022年 | 15篇 |
2021年 | 27篇 |
2020年 | 31篇 |
2019年 | 60篇 |
2018年 | 52篇 |
2017年 | 46篇 |
2016年 | 51篇 |
2015年 | 35篇 |
2014年 | 99篇 |
2013年 | 236篇 |
2012年 | 107篇 |
2011年 | 102篇 |
2010年 | 77篇 |
2009年 | 97篇 |
2008年 | 102篇 |
2007年 | 113篇 |
2006年 | 103篇 |
2005年 | 89篇 |
2004年 | 78篇 |
2003年 | 78篇 |
2002年 | 61篇 |
2001年 | 48篇 |
2000年 | 29篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 11篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1977年 | 1篇 |
排序方式: 共有1819条查询结果,搜索用时 15 毫秒
21.
Can research on science learning and instruction inform standards for science education? 总被引:1,自引:0,他引:1
Linn Marcia C. diSessa Andy Pea Roy D. Songer Nancy B. 《Journal of Science Education and Technology》1994,3(1):7-15
We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation. 相似文献
22.
将NTM方法应用于非线性贝叶斯动态模型,给出了它的递推公式以及随机变量的数字特征的计算,与蒙特卡洛方法相比提高了效率和精度. 相似文献
23.
The interconnection between number theory, algebra, geometry and calculus is shown through Fibonacci sequence, golden section
and logarithmic spiral. In this two-part article, we discuss how simple growth models based on these entities may be used
to explain numbers and curves abundantly found in nature 相似文献
24.
“以德治校”是江泽民同志“以德治国”理论在学校管理工作中的具体应用 ,是实现学校培养目标的重要手段 ,是社会主义精神文明建设的重要内容 ,是学生健康成长的重要保证。要搞好学校管理 ,领导要以德施政 ,为人典范 ;教师要以德施教 ,为人师表 ;学生要以德治学 ,为人正直 ,全面发展。 相似文献
25.
26.
教师职业生涯发展理论及其启示 总被引:4,自引:0,他引:4
论述教师职业发展模型及影响教师职业生涯发展的因素,探讨其对我国教师教育改革的启示。 相似文献
27.
This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order. 相似文献
28.
万振凡 《上海师范大学学报(哲学社会科学版)》2005,34(6):119-124
1934年国民党在江西开展了农村服务运动。当时的民国江西农村工作者,从管教养卫四个方面开展农村服务工作,探索出了一套以政府主导、服务农村为特点的传统乡村社会改造模式,力图从多方面推动江西农村社会的现代化。尽管这种模式有其难以解开的死结,但仍是值得今天借鉴的农村改造模式之一。 相似文献
29.
In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000). 相似文献
30.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献