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151.
The authors present and empirically test a multivariate model of the use of mental health counseling services. Use of such services by 1st‐year college students is directly a result of need for these services and willingness to use them. Beliefs about mental health services and demographic characteristics are not directly related to use, but indirectly affect use by influencing willingness to use. Implications for college counseling programs are discussed. 相似文献
152.
Luis R. Pino-Fan Vicenç Font Wilson Gordillo Víctor Larios Adriana Breda 《International Journal of Science and Mathematics Education》2018,16(6):1091-1113
In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university. 相似文献
153.
The elaboration theory of instruction: A model for sequencing and synthesizing instruction 总被引:1,自引:2,他引:1
Charles M. Reigeluth M. David Merrill Brent G. Wilson Reginald T. Spiller 《Instructional Science》1980,9(3):195-219
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions. 相似文献
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156.
The anatomy of the pelvis is complex, multilayered, and its three‐dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three‐dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general‐purpose three‐dimensional segmentation and surface‐rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three‐dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritoneum. Each structure can be controlled separately (e.g. added, subtracted, made transparent) to reveal organization and/or relationships between structures. The model can be manipulated and/or projected stereoscopically to visualize structures and relationships from different angles with excellent spatial perception. Because of its ease of use and versatility, we expect this model may provide a powerful teaching tool for learning in the classroom or in the laboratory. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
157.
In recent years, there has been a rapid increase in the number of children diagnosed with autism spectrum disorders (ASD),
worldwide. Since children with ASD have limited social interaction and communication skills, they tend to lag behind their
peers without disabilities in many areas. In particular, they are unable to easily transition smoothly from one stage of their
life to another. Transitions from preschool settings to kindergarten and beyond should be a critical issue of concern for
educators and parents of young children with ASD. The results of a survey completed by 65 preschool teachers from Ghana and
210 of their counterparts in the United States of America, about characteristics of effective transition programs for children
with ASD, are presented. Implications for preschool teacher preparation and transition planning are discussed. 相似文献
158.
We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127–140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore
teachers’ explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking
(Zohar Teaching and Teacher Education 15:413-429, 1999). Therefore, the current study investigates teachers’ understanding of metacognition and their pedagogical understanding
of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students
in education participated in this study. The data analysis results, using mixed research method, suggest that the participant’s
metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed
that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a
complex understanding of both the concept of metacognition and metacognitive thinking strategies. 相似文献
159.
We conducted a laboratory‐based randomized control study to examine the effectiveness of inquiry‐based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty‐eight students aged 14–16 years old were randomly assigned to one of two groups. Both groups of students were taught toward the same learning goals by the same teacher, with one group being taught from inquiry‐based materials organized around the BSCS 5E Instructional Model, and the other from materials organized around commonplace teaching strategies as defined by national teacher survey data. Students in the inquiry‐based group reached significantly higher levels of achievement than students experiencing commonplace instruction. This effect was consistent across a range of learning goals (knowledge, reasoning, and argumentation) and time frames (immediately following the instruction and 4 weeks later). The commonplace science instruction resulted in a detectable achievement gap by race, whereas the inquiry‐based materials instruction did not. We discuss the implications of these findings for the body of evidence on the effectiveness of teaching science as inquiry; the role of instructional models and curriculum materials in science teaching; addressing achievement gaps; and the competing demands of reform and accountability. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:276–301, 2010 相似文献
160.
Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills. 相似文献