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The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at‐risk sample of 167 African American youth in late elementary school. Results indicate that achievement values do not have a significant influence on engagement or achievement in late elementary school. However, behavioral engagement significantly influenced math achievement from Grades 4 to 5. The implications of these findings are discussed. 相似文献
94.
L. D. Newton D. P. Newton A. Blake K. Brown 《Research in Science & Technological Education》2013,31(2):227-240
The study described is part of a larger research programme designed to investigate primary aged children's learning during a visit to the Eden Project. Children from eight primary schools were interviewed approximately four weeks after a one‐day, teacher‐led visit to the Eden Project (EP) in Cornwall. Their responses revealed that the children enjoyed their visit to the EP and were affected by the sensory experience of being immersed in such a profusion of plants from around the world. The children showed interest in the plants that were relevant to their lives but were often unsure of the relationship between plants, people and resources. The analysis highlights the need for teachers to integrate a visit to the EP within their school's curriculum, particularly in respect of prior preparation and mediation, in order to capitalize effectively on the children's experiences during their visit to the Eden Project. 相似文献
95.
This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy‐derived competence‐based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional‐relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central – themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self‐identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner’s experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard. 相似文献
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Reading and Writing - Teachers’ knowledge of reading comprehension processes is underresearched relative to teachers’ knowledge of word identification and phonological awareness. In... 相似文献
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Anders O. F. Hendrickson 《PRIMUS》2018,28(2):153-165
Teaching determinants poses significant challenges to the instructor of a proof-based undergraduate linear algebra course. The standard definition by cofactor expansion is ugly, lacks symmetry, and is hard for students to use in proofs. We introduce a visual definition of the determinant that interprets permutations as arrangements of non-attacking rooks on an n × n chessboard. We show that under this definition, many of the usual lemmas about determinants admit natural, insightful proofs that students themselves can readily discover. 相似文献
99.
Matthew C. Miller Philip W. Fink Paul William Macdermid Blake G. Perry Stephen R. Stannard 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):303-313
Real-world cycling performance depends not only on exercise capacities, but also on efficiently traversing the bicycle through the terrain. The aim of this study was to determine if it was possible to quantify the braking done by a cyclist in the field. One cyclist performed 408 braking trials (348 on a flat road; 60 on a flat dirt path) over 5 days on a bicycle fitted with brake torque and angular velocity sensors to measure brake power. Based on Newtonian physics, the sum of brake work, aerodynamic drag and rolling resistance was compared with the change in kinetic energy in each braking event. Strong linear relationships between the total energy removed from the bicycle-rider system through braking and the change in kinetic energy were observed on the tar-sealed road (r2 = 0.989; p < 0.0001) and the dirt path (r2 = 0.952; p < 0.0001). T-tests revealed no difference between the total energy removed and the change in kinetic energy on the road (p = 0.715) or dirt (p = 0.128). This study highlights that brake torque and angular velocity sensors are valid for calculating brake power on the disc brakes of a bicycle in field conditions. Such a device may be useful for investigating cyclists’ ability to traverse through various terrains. 相似文献
100.
G L Hendrickson R K Anderson R I Levy 《Bulletin of the Medical Library Association》1986,74(3):243-248
This report describes the Integrated Academic Information Management System (IAIMS) prototype project at the Columbia-Presbyterian Medical Center, the factors that led to the selection of this particular project, and the planning for its implementation. The lessons learned to date and implications for the library are summarized. 相似文献