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991.
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry 总被引:1,自引:0,他引:1
This article discusses the possibility of using nonprofessional tutoring as means for advancing low achievers in secondary
school mathematics. In comparison with professional, paraprofessional, and peer tutoring, nonprofessional tutoring may seem
less beneficial and, at first glance, inadequate. The described case study shows that nonprofessional tutors may contribute
to students' understanding and achievements, and thus, they can serve as an important assisting resource for mathematics teachers,
especially in disadvantaged communities. In the study, young adults volunteered to tutor low-achieving students in an urban
secondary school. Results showed a considerable mean gain in students' grades. It is suggested that affective factors, as
well as the instruction given to tutors by a specialized counselor, have played a major role in maintaining successful tutoring. 相似文献
992.
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning
tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to
investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of
control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that
learners who first studied an animated model and then solved the same problem would perform better on transfer than learners
who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 × 3
factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study–practice, practice–study, study–study) only the first hypothesis was confirmed. Implications for the design of animated
models are discussed. 相似文献
993.
Mustafa Baloğlu 《European Journal of Psychology of Education - EJPE》2010,25(4):507-518
This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity
and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language
experts agreed on the conformity and understandability of the scale’s items. Thirty-two subject matter experts’ responses
provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on
the existing literature, several models were specified and estimated. Confirmatory factor analyses showed that only five-factor
model provided fit to the data (all fit indices exceeded 0.90). Standardized factor loadings were found all positive, significant,
and ranged from 0.40 to 0.78. Factors are named as the Mathematics Test Anxiety, Course Anxiety, Computation Anxiety, Application
Anxiety, and Social Anxiety. All subscales were significantly correlated with the total scale score as well as among themselves.
It was concluded that the adapted scale measures the construct of mathematics anxiety in Turkish college student populations. 相似文献
994.
995.
Understandings of current environmental issues: Turkish case study in six teacher education colleges
The purpose of this study is to profile future science teachers’ understandings of current environmental issues in the context of an education reform in Turkey. Knowledge base and understandings of elementary and secondary prospective science teachers about biodiversity, carbon cycle, global warming and ozone layer depletion were targeted in the study. Questionnaire surveys developed for this purpose were adapted and used in this investigation. The questionnaires were administered to 360 participants in six universities. Analysis involved frequencies, percentages and comparing means for students majoring in elementary and secondary science teaching. Analysis of variance for differences among majors and responses to different issues are also included. Findings are compared and contrasted with the previous research in other countries. The study has implications for the prospective preparation of teachers and the future of environmental literacy movement in Turkey. 相似文献
996.
Angela F.Y. Siu 《Asia Pacific Journal of Education》2010,30(1):71-83
Overexcitabilities (OEs) are ways that an individual experiences the world and can be understood as channels of information flow. The current study examined the profile of OEs among a group of Hong Kong children. Participants included 229 non-gifted and 217 gifted children. OEs were measured using the Overexcitability Questionnaire II. Results indicated that there were differences between the gifted and the non-gifted groups in all OE subscales. Gender differences were also identified. Females, in both gifted and non-gifted groups, have a significantly higher score in Emotional OE when compared to males. In addition, gifted females also scored significantly higher than their male counterparts in Sensual OE. Results of this study were compared to a group of American children (based on C.L. Tieso's work on overexcitabilities in 2007). The implications and limitations of this study are presented. 相似文献
997.
Anne-Marie Nu?ez Elizabeth Murakami Ramalho Kimberley K. Cuero 《Innovative Higher Education》2010,35(3):177-190
Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform
their pedagogical approaches toward equity. They drew upon Mills’s (1959) and Collins’s (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their
teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging
students to consider their own personal biographies in relation to the social world, welcoming students’ multiple modes of
expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing
inclusivity in student learning and faculty development. 相似文献
998.
999.
Roger Johansson ?sa Wengelin Victoria Johansson Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851
In this paper we explored text production differences in an expository text production task between writers who looked mainly
at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined
to systematically describe and define these two groups in respect of the complex interplay between text production and the
reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive
writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations
suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard
gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in
a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences
between the groups. 相似文献
1000.