全文获取类型
收费全文 | 860篇 |
免费 | 14篇 |
国内免费 | 1篇 |
专业分类
教育 | 678篇 |
科学研究 | 35篇 |
各国文化 | 20篇 |
体育 | 70篇 |
文化理论 | 3篇 |
信息传播 | 69篇 |
出版年
2023年 | 5篇 |
2022年 | 15篇 |
2021年 | 17篇 |
2020年 | 23篇 |
2019年 | 35篇 |
2018年 | 45篇 |
2017年 | 49篇 |
2016年 | 46篇 |
2015年 | 18篇 |
2014年 | 33篇 |
2013年 | 153篇 |
2012年 | 27篇 |
2011年 | 19篇 |
2010年 | 21篇 |
2009年 | 23篇 |
2008年 | 22篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 18篇 |
2004年 | 14篇 |
2003年 | 14篇 |
2002年 | 18篇 |
2001年 | 7篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 11篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 6篇 |
1993年 | 13篇 |
1992年 | 9篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 5篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 10篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1971年 | 3篇 |
1929年 | 3篇 |
排序方式: 共有875条查询结果,搜索用时 15 毫秒
111.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
112.
113.
114.
Susanne Olsson 《British Journal of Religious Education》2010,32(1):41-48
Studies of the image of Muslims or ‘the Other’ in general have been done to a certain extent by Western scholars showing that stereotyped images have been prevalent. In the case of Islamic studies, the long tradition of Orientalist scholarship is a clear example of this, but, as researchers have shown, generalisations and stereotypes are still apparent in school textbooks. This article discusses some general and problematic areas that pertain to textbooks. The focus is on what critical issues we need to take into consideration when discussing or performing textbook production and how we can think about these. 相似文献
115.
Thomas Goetz Hanna Cronjaeger Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Contemporary educational psychology》2010
The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed. 相似文献
116.
This paper reports on an in‐depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs’ individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide‐ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children’s learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time. 相似文献
117.
This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts. 相似文献
118.
Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication
下载免费PDF全文
![点击此处可从《Literacy》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy. 相似文献
119.
Paul Daniels Timothy A. Brusseau Morgan S. Hall Lance Davidson Ted D. Adams 《Journal of sports sciences》2018,36(5):529-535
The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery. 相似文献
120.
Food intake of Kalenjin runners in Kenya: A field study. 相似文献