全文获取类型
| 收费全文 | 5184篇 |
| 免费 | 456篇 |
| 国内免费 | 3篇 |
专业分类
| 教育 | 4760篇 |
| 科学研究 | 143篇 |
| 各国文化 | 130篇 |
| 体育 | 160篇 |
| 文化理论 | 31篇 |
| 信息传播 | 419篇 |
出版年
| 2024年 | 3篇 |
| 2023年 | 24篇 |
| 2022年 | 24篇 |
| 2021年 | 78篇 |
| 2020年 | 125篇 |
| 2019年 | 225篇 |
| 2018年 | 275篇 |
| 2017年 | 289篇 |
| 2016年 | 223篇 |
| 2015年 | 232篇 |
| 2014年 | 270篇 |
| 2013年 | 1381篇 |
| 2012年 | 230篇 |
| 2011年 | 233篇 |
| 2010年 | 244篇 |
| 2009年 | 199篇 |
| 2008年 | 206篇 |
| 2007年 | 146篇 |
| 2006年 | 142篇 |
| 2005年 | 138篇 |
| 2004年 | 110篇 |
| 2003年 | 76篇 |
| 2002年 | 65篇 |
| 2001年 | 63篇 |
| 2000年 | 59篇 |
| 1999年 | 57篇 |
| 1998年 | 44篇 |
| 1997年 | 36篇 |
| 1996年 | 44篇 |
| 1995年 | 43篇 |
| 1994年 | 25篇 |
| 1993年 | 24篇 |
| 1992年 | 31篇 |
| 1991年 | 31篇 |
| 1990年 | 39篇 |
| 1989年 | 20篇 |
| 1988年 | 23篇 |
| 1987年 | 21篇 |
| 1986年 | 17篇 |
| 1985年 | 20篇 |
| 1984年 | 11篇 |
| 1983年 | 12篇 |
| 1982年 | 11篇 |
| 1981年 | 12篇 |
| 1980年 | 7篇 |
| 1979年 | 7篇 |
| 1978年 | 8篇 |
| 1977年 | 5篇 |
| 1974年 | 4篇 |
| 1971年 | 3篇 |
排序方式： 共有5643条查询结果，搜索用时 171 毫秒
991.
Leonard A. Annetta Meng‐Tzu Cheng Shawn Holmes 《Research in Science & Technological Education》2013,31(2):101-114
As twenty‐first century skills become a greater focus in K‐12 education, an infusion of technology that meets the needs of today’s students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi‐experimental, qualitative design assessed the twenty‐first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time‐on‐task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty‐first century skills while being engrossed in the embedded science content. 相似文献
992.
Helen St Clair‐Thompson Tina Overton Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148
The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. 相似文献
993.
994.
995.
996.
997.
998.
999.
Cara H. Cashon Oh‐Ryeong Ha Casey L. Allen Amelia Cevelle Barna 《Child development》2013,84(3):802-809
A growing body of research indicates connections exist between action, perception, and cognition in infants. In this study, associated changes between sitting ability and upright face processing were tested in 111 infants. Using the visual habituation “switch” task (C. H. Cashon & L. B. Cohen, 2004; L. B. Cohen & C. H. Cashon, 2001), holistic processing of faces was assessed in same‐aged non‐ and near sitters (22–25 weeks) and same‐aged new and expert sitters (27–32 weeks). U‐shaped relation was found between sitting stage and holistic face processing such that only nonsitters and expert sitters processed faces holistically. It is posited that the results are due to a reorganization of the upright face‐processing system resulting from infants' learning to sit independently and trying to incorporate the meaning of upright faces. 相似文献
1000.
Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood. 相似文献