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991.
992.
Past evidence that pigeons may adopt a single-code/default strategy to solve duration sample discriminations may be attributable
to the similarity between the intertrial interval (ITI) and the retention interval. The present experiments tested whether
pigeons would adopt a single-code/default strategy when possible ITI-retention-interval ambiguity was eliminated and sample
salience was increased. Previous studies of duration sample discriminations that have purported to show evidence for the use
of a single-code/default coding strategy have used durations of 0, 2, and 10 sec (Zentall, Klein, & Singer, 2004). However,
the results of Experiment 1 suggest that the use of a 0-sec sample may produce an artifact resulting in inadvertent present/absent
sample matching. In Experiment 2, when pigeons were trained with three nonzero duration samples (2, 8, and 32 sec), clear
evidence for the use of a single-code/default strategy was found. 相似文献
993.
Rebecca R. Norman 《Reading and writing》2012,25(3):739-774
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated
with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in
text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics
in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational
texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered
8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures
and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the
graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure
of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between
the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number
of individual processes were positively correlated with retelling and/or comprehension question scores. 相似文献
994.
Monica Higgins Ann Ishimaru Rebecca Holcombe Amy Fowler 《Journal of Educational Change》2012,13(1):67-94
This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL)
in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational
behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and
extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from
941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which
is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces
learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational
learning and school change are discussed. 相似文献
995.
Rebecca Bull Wendy Anne Davidson Emily Nordmann 《Learning and individual differences》2010,20(3):246-250
Lateralization of the brain is strongly influenced by prenatal androgens, with differential exposure thought to account for cognitive sex differences. This study investigated sex and individual differences and relationships between 2D:4D (the ratio of the 2nd to 4th digit [digit ratio] as a proxy indicator of prenatal testosterone exposure), visual-spatial memory, and numerical skills in 5-year-old children. No sex differences were found in any of the numerical or visual-spatial tasks. Visual-spatial memory was positively correlated with arithmetic score. Girls with a lower (more masculinised) 2D:4D had better number sense and visual-spatial skills, whilst boys with lower 2D:4D had better arithmetic skills. This suggests that prenatal testosterone exposure may have differential effects on the visual-spatial and numerical skills of girls and boys. 相似文献
996.
Julie P. Combs John R. Slate George W. Moore Rebecca M. Bustamante Anthony J. Onwuegbuzie Stacey L. Edmonson 《The Urban Review》2010,42(5):441-457
In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in
reading, in math, and in both subjects for the 2006–2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic
Assessment Test (SAT) and the American College Test (ACT) for the 2005–2006 and 2006–2007 school years. Differences in criterion
scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically
significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject
areas. Of special note is that less than one-third of all students were deemed to be college-ready in both subject areas.
Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in
the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications
of these findings are discussed. 相似文献
997.
Jacqueline P. Leighton Rebecca J. Gokiert M. Ken Cor Colleen Heffernan 《Assessment in Education: Principles, Policy & Practice》2010,17(1):7-21
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers’ beliefs of classroom and large‐scale tests for (a) providing information about students’ learning processes, (b) influencing meaningful student learning, and (c) eliciting learning or test‐taking strategies for successful test performance. Secondary teachers were surveyed because a majority of large‐scale tests are developed for secondary students (e.g., PISA, TIMSS). Results suggested that in comparison to large‐scale tests teachers believe classroom tests provide more information about student learning processes, are more likely to influence meaningful student learning, and are more likely to require learning over test‐taking strategies. The implications of these results for assessment literacy are explored. 相似文献
998.
Maria Varelas Christine C. Pappas Eli Tucker‐Raymond Justine Kane Jennifer Hankes Ibett Ortiz Neveen Keblawe‐Shamah 《科学教学研究杂志》2010,47(3):302-325
In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010 相似文献
999.
Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it. 相似文献
1000.
Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献