全文获取类型
收费全文 | 5234篇 |
免费 | 372篇 |
国内免费 | 36篇 |
专业分类
教育 | 3895篇 |
科学研究 | 131篇 |
各国文化 | 44篇 |
体育 | 1069篇 |
综合类 | 346篇 |
文化理论 | 4篇 |
信息传播 | 153篇 |
出版年
2023年 | 1篇 |
2022年 | 18篇 |
2021年 | 76篇 |
2020年 | 95篇 |
2019年 | 182篇 |
2018年 | 173篇 |
2017年 | 178篇 |
2016年 | 121篇 |
2015年 | 149篇 |
2014年 | 275篇 |
2013年 | 1102篇 |
2012年 | 387篇 |
2011年 | 368篇 |
2010年 | 342篇 |
2009年 | 306篇 |
2008年 | 314篇 |
2007年 | 238篇 |
2006年 | 234篇 |
2005年 | 197篇 |
2004年 | 155篇 |
2003年 | 169篇 |
2002年 | 174篇 |
2001年 | 138篇 |
2000年 | 112篇 |
1999年 | 39篇 |
1998年 | 31篇 |
1997年 | 24篇 |
1996年 | 18篇 |
1995年 | 7篇 |
1994年 | 13篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1985年 | 2篇 |
排序方式: 共有5642条查询结果,搜索用时 15 毫秒
91.
Evaluating a technology supported interactive response system during the laboratory section of a histology course
下载免费PDF全文
![点击此处可从《Anatomical sciences education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning CatalyticsTM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists. 相似文献
92.
Sebastien Fitch 《The International Journal of Art & Design Education》2018,37(2):244-252
In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making. 相似文献
93.
张天佑 《甘肃广播电视大学学报》2001,11(4):21-24
卡夫卡与鲁迅的共同性表现在:在失去信仰的时代,他们是寻路和流浪。他们通过对自我、苦难和死亡等生存困境固执的探求和表现,成了死在路上的永恒,20世纪的良知。然而,不同的创作目的,使卡夫卡成为弱的天才,鲁迅成为真的猛士。 相似文献
94.
We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development. 相似文献
95.
对泉州师院学生在体育活动中的运动损伤的现状进行了调查分析,结果表明:篮、排、足三大球是运动损伤的主要项目;课外体育活动是运动损伤的主要高发时段;技术动作不正确、准备活动不充分和局部负荷过大等是造成运动损伤的主要原因,并指出:提高学生的运动技术技能水平,加强运动保健知识的教育是预防或减轻大学生运动损伤的重要方法。 相似文献
96.
Developing local oral reading fluency cut scores for predicting high‐stakes test performance
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
97.
SelfSimilarSolutionsforaClasofReactionDifusionSystemsGuoPeifang(郭佩芳)(DepartmentofAppliedMathematics,SoutheastUniversity,Nan... 相似文献
98.
镜子阶段理论是拉康学说的出发点和归宿,并围绕镜子阶段以及镜子阶段的虚幻自我展开论述,梳理了虚幻自我之前、之后辨证运动的整个历程,突出了镜子阶段在自我的功能形成,以及拉康整个理论体系中的重要地位。 相似文献
99.
Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy. 相似文献
100.