全文获取类型
收费全文 | 831篇 |
免费 | 8篇 |
国内免费 | 5篇 |
专业分类
教育 | 512篇 |
科学研究 | 71篇 |
各国文化 | 5篇 |
体育 | 158篇 |
综合类 | 41篇 |
信息传播 | 57篇 |
出版年
2023年 | 11篇 |
2022年 | 10篇 |
2021年 | 22篇 |
2020年 | 33篇 |
2019年 | 20篇 |
2018年 | 20篇 |
2017年 | 31篇 |
2016年 | 18篇 |
2015年 | 17篇 |
2014年 | 40篇 |
2013年 | 105篇 |
2012年 | 59篇 |
2011年 | 76篇 |
2010年 | 43篇 |
2009年 | 40篇 |
2008年 | 62篇 |
2007年 | 53篇 |
2006年 | 58篇 |
2005年 | 32篇 |
2004年 | 18篇 |
2003年 | 18篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 2篇 |
1998年 | 6篇 |
1997年 | 10篇 |
1996年 | 8篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1988年 | 1篇 |
排序方式: 共有844条查询结果,搜索用时 15 毫秒
841.
在教育实践中,由于教师期望与价值追求不高、教师专业发展阶梯不完善等原因,影响了教师专业发展的动力。针对教师专业发展动力机制中存在的问题与不足,在多年的实践探索中,从建设个性校园文化、建立不同阶段教师个人发展阶梯、建立保障性管理制度、坚持师生教学相长、增加海外培训机会、推动教师专业交流等方面,不断激发教师专业发展的内在动力,帮助教师实现专业的持续发展,并就如何建立教师持续专业发展动力机制进行了一些思考。 相似文献
842.
843.
This study discusses the generalizability of gender differences in the second language competences of European adolescents across three languages, three skills and fourteen countries. In most cases, females do better than males but the effect sizes are small or medium at best (Cohen's ds < −0.46). However, English appears rather gender-neutral on average, with males sometimes outperforming females. We also found evidence for cross-skill variation: writing turns out to be more prone to gender differences than listening or reading. Thirdly, we found cross-country variation in the gender gap, which supports the hypothesis that gender is primarily a social factor rather than a biological factor in learning. Multilevel mediation analyses with constituents of motivation indeed show that in most cases where females outperform males, up to 60% of this advantage can be explained by the differential appeal of the students' L2 course and by the instrumental, integrative and intrinsic value that students attribute to the L2. 相似文献
844.
This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development. 相似文献