全文获取类型
收费全文 | 962篇 |
免费 | 18篇 |
国内免费 | 1篇 |
专业分类
教育 | 718篇 |
科学研究 | 18篇 |
各国文化 | 22篇 |
体育 | 68篇 |
文化理论 | 7篇 |
信息传播 | 148篇 |
出版年
2023年 | 8篇 |
2022年 | 7篇 |
2021年 | 21篇 |
2020年 | 43篇 |
2019年 | 44篇 |
2018年 | 70篇 |
2017年 | 61篇 |
2016年 | 59篇 |
2015年 | 22篇 |
2014年 | 54篇 |
2013年 | 196篇 |
2012年 | 24篇 |
2011年 | 26篇 |
2010年 | 20篇 |
2009年 | 26篇 |
2008年 | 31篇 |
2007年 | 27篇 |
2006年 | 23篇 |
2005年 | 18篇 |
2004年 | 11篇 |
2003年 | 18篇 |
2002年 | 10篇 |
2001年 | 26篇 |
2000年 | 19篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1967年 | 3篇 |
1906年 | 2篇 |
排序方式: 共有981条查询结果,搜索用时 31 毫秒
971.
Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student’s critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants’ performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted. 相似文献
972.
This article reports the findings of a comparative study of teaching in Denmark and England. Its broader aim is to help develop an approach for comparing pedagogy. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions these prompted. These were clustered using the lens of Bernstein’s pedagogic discourse to construct teacher roles, which provided a view of pedagogy. Through this approach we have begun to identify variations in pedagogy across two countries. All teachers in this study adopted a variety of roles. Of significance was the ease with which competent English teachers moved between roles. The English teachers observed adopted roles consistent with a wider techno-rationalist discourse. There was a greater subject emphasis by Danish teachers, whose work was set predominantly within a democratic humanist discourse, whilst the English teachers placed a greater emphasis on applied skills. 相似文献
973.
974.
Marit L. Bovbjerg Kelly R. Evenson Chyrise Bradley John M. Thorp 《The Journal of perinatal education》2014,23(3):155-164
Many behaviors and substances have been purported to induce labor. Using data from the Third Pregnancy, Infection, and Nutrition cohort, we focus on 663 women who experienced spontaneous labor. Of the women who reported a specific labor trigger, 32% reported physical activity (usually walking), 24% a clinician-mediated trigger, 19% a natural phenomenon, 14% some other physical trigger (including sexual activity), 12% reported ingesting something, 12% an emotional trigger, and 7% maternal illness. With the exceptions of walking and sexual intercourse, few women reported any one specific trigger, although various foods/substances were listed in the “ingesting something” category. Discussion of potential risks associated with “old wives’ tale” ways to induce labor may be warranted as women approach term. 相似文献
975.
Linked to innovation: Shaping an innovative climate through network intentionality and educators’ social network position 总被引:1,自引:0,他引:1
Nienke M. Moolenaar Alan J. Daly Frank Cornelissen Yi-Hwa Liou Stacey Caillier Rob Riordan Kelly Wilson N. Andrew Cohen 《Journal of Educational Change》2014,15(2):99-123
This study investigates whether educators’ cognitive and structural social capital is associated with perceptions of innovative climate in charter schools. We explore a new concept to assess educators’ cognitive social capital, namely network intentionality, meaning the extent to which an educator is intentional in connecting and interacting with others. We hypothesize that network intentionality (cognitive social capital) is related to the extent to which educators perceive their school’s climate to be innovative, but that this relationship is dependent on the educator’s position in their school’s social network (structural social capital). Findings suggest that the relationship between cognitive social capital and perceptions of innovative climate is partly mediated by structural social capital. In other words, those educators with high network intentionality, as evidenced by an orientation towards connecting others, also perceive the school’s climate as being more innovative, partly because this strong network intentionality is associated with more out-going relational activity. This work provides unique insights into the factors that may be associated with teacher collaboration in successful charter schools serving traditionally underserved populations, and suggests ideas for schools wishing to support teacher collaboration and innovation. 相似文献
976.
Magnetic compass orientation in C57BL/6J mice 总被引:1,自引:0,他引:1
We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one
of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest
box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four
magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic
direction coinciding with the dark end of the training cage. 相似文献
977.
Vladan Devedzic Jelena Jovanovic Matthew Kelly Nikola Milikic Sonja Dimitrijevic 《教育实用测度》2018,31(4):283-296
This article presents a systematic approach to defining, applying, evaluating, refining, and revising metrics for students’ soft skills—their abilities like critical thinking, problem solving, leadership and responsibility, communication, and collaboration. The importance of these skills in educational and work settings is growing rapidly. While such skills are easy to notice, they are hard to measure. Metrics do exist, but vary from one case to another, and are often rather implicit and vague. Contrary to that, this article proposes the use of precisely specified, measurable, low-inference indicators (metrics) to assess soft skills. The article also introduces an open set of principles that can be used to guide the specification of concrete, evidence-based metrics for different soft skills. Two case studies are used to illustrate the approach. These case studies are part of a larger research effort that has developed an open set of metrics for different soft skills; some of them are discussed in the article extensively. Generalizing the metrics used in specific educational contexts is also discussed. 相似文献
978.
Tessa Strain Paul Kelly Nanette Mutrie Claire Fitzsimons 《Journal of sports sciences》2018,36(7):732-741
Previous nationally-representative research in Scotland found a j-shaped relationship between age and leisure sedentary time (ST): a decrease from young to middle-age, before rising steeply in older-age. This study investigated the effects of age and sex on weekday (including work) ST for all adults and stratified by work-status, and on weekend day ST. Differences in the relative contributions of component behaviours were also investigated. Responses from 14,367 adult (≥16 years) 2012–14 Scottish Health Survey participants were analysed using linear regressions. We found no j-shaped relationship between age and weekday ST. Instead, only 16–24 year olds reported lower levels than those over 75 years (6.6 (95% CI: 6.3–6.9) compared to 7.4 (95% CI: 7.2–7.6) hours/day; p < 0001). The j-shape was only evident in the stratified analysis amongst women not in work, and for weekend day ST for all groups. For those in work, work ST accounted for 45% of weekday ST. Television/screen ST made up over half of leisure ST on weekdays and weekend days, regardless of sex, age, or work-status. These results challenge our understanding of how ST varies by age. Interventions to reduce ST should consider differences in the relative contributions of ST behaviours by age and work-status. 相似文献
979.
Innovative Higher Education - 相似文献
980.