全文获取类型
收费全文 | 14819篇 |
免费 | 202篇 |
国内免费 | 9篇 |
专业分类
教育 | 10867篇 |
科学研究 | 1244篇 |
各国文化 | 91篇 |
体育 | 1143篇 |
综合类 | 7篇 |
文化理论 | 97篇 |
信息传播 | 1581篇 |
出版年
2021年 | 106篇 |
2020年 | 166篇 |
2019年 | 276篇 |
2018年 | 374篇 |
2017年 | 394篇 |
2016年 | 352篇 |
2015年 | 220篇 |
2014年 | 303篇 |
2013年 | 2781篇 |
2012年 | 322篇 |
2011年 | 385篇 |
2010年 | 242篇 |
2009年 | 237篇 |
2008年 | 353篇 |
2007年 | 243篇 |
2006年 | 319篇 |
2005年 | 209篇 |
2004年 | 193篇 |
2003年 | 189篇 |
2002年 | 224篇 |
2001年 | 346篇 |
2000年 | 306篇 |
1999年 | 276篇 |
1998年 | 136篇 |
1997年 | 164篇 |
1996年 | 175篇 |
1995年 | 181篇 |
1994年 | 149篇 |
1993年 | 167篇 |
1992年 | 245篇 |
1991年 | 220篇 |
1990年 | 214篇 |
1989年 | 247篇 |
1988年 | 245篇 |
1987年 | 216篇 |
1986年 | 223篇 |
1985年 | 226篇 |
1984年 | 195篇 |
1983年 | 236篇 |
1982年 | 177篇 |
1981年 | 161篇 |
1980年 | 163篇 |
1979年 | 243篇 |
1978年 | 188篇 |
1977年 | 170篇 |
1976年 | 155篇 |
1975年 | 133篇 |
1974年 | 125篇 |
1973年 | 131篇 |
1971年 | 109篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
201.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
202.
Jane D. Lanigan 《Early Childhood Education Journal》2011,38(6):399-409
This study examines family child care providers’ perspectives regarding effective professional development and their role
in the early learning and care system. Four focus groups were conducted annually for 3 years involving a total of 54 licensed
family child care providers. Supportive social relationships emerged as an important dimension of family child care providers’
professional development experience. Providers preferred a cohort design which enabled them to establish relationships with
colleagues and a long-term relationship with the same instructor. Trust and a non-judgmental atmosphere were critical to the
learning environment. A collaborative approach to evaluation and assessment that focused on a small number of specific items
each month supported the continuous quality improvement process better than a single annual assessment by an objective evaluator.
Family child care providers valued professionalism, but viewed their services as a unique segment of the early learning and
care system worthy of distinct professional development and respect. Recommendations for designing and delivering effective
professional development for family child care providers are discussed. 相似文献
203.
Anderson Norton Andrea McCloskey Rick A. Hudson 《Journal of Mathematics Teacher Education》2011,14(4):305-325
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed
a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a
child solving mathematical tasks. The prospective teachers build a model of that child’s mathematics and then use that model
to predict how the child will respond to a subsequent task. In this paper, we share data concerning the evolution and effectiveness
of the instrument. Results from implementation indicate moderate to high degrees of inter-rater reliability in using the rubric
to assess prospective teachers’ models and predictions. They also indicate strong correlation between participation in the
experimental course and prospective teachers’ performances on the video-based prediction assessments. Such findings suggest
that prediction assessments effectively evaluate the pedagogical content knowledge that we are seeking to foster among the
prospective teachers. 相似文献
204.
Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
205.
Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
206.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
207.
208.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
209.
OBJECTIVE: This study examined specific aspects of child sexual abuse in relation to symptom severity among hospitalized patients diagnosed with bulimia nervosa. METHOD: Participants were 45 hospitalized bulimic women who reported a history of child sexual abuse. Structured interviews were conducted in order to obtain detailed information regarding specific features of the abusive event(s). Participants also completed instruments that measured depression and eating pathology. RESULTS: There were no significant differences in severity of depression or eating disturbance among women reporting differing abusive experiences including intrafamilial versus extrafamilial abuse, abuse with or without the use of physical force, one versus multiple incidents, early abuse versus abuse occurring after age 14, contact versus noncontact abuse, disclosed versus undisclosed, and combined physical/sexual abuse versus sexual abuse alone. CONCLUSION: The specific characteristics of child sexual abuse are not related to the level of symptomatology for hospitalized bulimic patients. This study suggests that differences in the nature of the abuse may not be as important as the fact that the abuse occurred in the first place. 相似文献
210.