全文获取类型
收费全文 | 921篇 |
免费 | 10篇 |
专业分类
教育 | 711篇 |
科学研究 | 40篇 |
各国文化 | 11篇 |
体育 | 44篇 |
文化理论 | 20篇 |
信息传播 | 105篇 |
出版年
2022年 | 10篇 |
2021年 | 8篇 |
2020年 | 16篇 |
2019年 | 19篇 |
2018年 | 21篇 |
2017年 | 24篇 |
2016年 | 31篇 |
2015年 | 19篇 |
2014年 | 15篇 |
2013年 | 243篇 |
2012年 | 32篇 |
2011年 | 28篇 |
2010年 | 23篇 |
2009年 | 17篇 |
2008年 | 26篇 |
2007年 | 24篇 |
2006年 | 22篇 |
2005年 | 18篇 |
2004年 | 22篇 |
2003年 | 28篇 |
2002年 | 10篇 |
2001年 | 15篇 |
2000年 | 8篇 |
1999年 | 21篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 22篇 |
1995年 | 16篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 12篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1987年 | 3篇 |
1986年 | 10篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 7篇 |
1982年 | 13篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 8篇 |
1974年 | 8篇 |
1971年 | 6篇 |
1969年 | 4篇 |
1967年 | 4篇 |
1960年 | 2篇 |
排序方式: 共有931条查询结果,搜索用时 31 毫秒
71.
There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas. 相似文献
72.
73.
74.
Fuchs LS Compton DL Fuchs D Hollenbeck KN Hamlett CL Seethaler PM 《Journal of learning disabilities》2011,44(4):372-380
The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model. 相似文献
75.
Douglas McKnight 《Interchange》2004,35(3):281-302
This article describes Mikhail Bakhtin’s 20th century work on dialogue as it may serve one engaged in the teaching as a vocation and existential pursuit rather than as
a job or profession. Dialogue, as theorized by Bakhtin, within the pedagogical real, potentially becomes a mod of being through
which the individual engages in the project of selfhood, a task basic to the human enterprise. For Bakhtin, dialogue was in
part a structure within and through which we come to consciousness and give flesh and meaning to our existence. According
to Bakhtin, the structure of self is dialogical and unfinalizable, meaning that each individual comes to consciousness through
dialogue with some other. From a Bakhtinian perspective, the, selfhood as a dialogical formation constitutes a fundamental
relation by which we much participate without end, making dialogue an unavoidable social activity immersed in language. 相似文献
76.
Douglas L. Medin 《Learning & behavior》1974,2(4):305-308
Pigtailed monkeys were trained on discrimination problems involving objects that had been previously paired with reward, previously paired with nonreward, or objects not associated with any pretraining. In two separate studies, no differences on these various problem formats were observed, but performance improved considerably with practice. These results are contrary to the theories for learning set formation of Spence and Medin. 相似文献
77.
ABSTRACTMassengale’s Trends Toward the Future of Physical Education (1987) makes no reference to the existence of the philosophic inquiry of physical activity within higher education kinesiology programs—even though the sub-discipline had been formalized by academics in the early 1970s. In contrast, Massengale and Swanson’s The History of Exercise and Sport Science (1997) dedicated a chapter to sport philosophy’s development, including a prognosis of its future. Since then, there has been tremendous growth in the sub-discipline, including an increase in publication outlets, stand-alone monographs, and the creation of academic associations globally. Yet this growth has not necessarily secured sport philosophy’s place in higher education curriculum. In this article, we briefly review the history of philosophic inquiry into physical activity and review previous predictions of the sub-discipline’s future before offering our own prognostication of its future in higher education. 相似文献
78.
Andrea S. Taverna Douglas L. Medin Sandra R. Waxman 《Early education and development》2016,27(8):1109-1129
Across the world, people form folkbiological categories to capture their commonsense organization of the natural world. Structured in accordance with universal principles, folkbiological categories are also shaped by experience. Here we provide new evidence from the Wichi—an understudied indigenous community who live in the Chaco rainforest and speak their heritage language. A total of 44 Wichi (6- to 8-year-olds, 9- to 12-year-olds, adults) participated in an induction task designed to identify how broadly they attribute an invisible biological property (e.g., an internal organ) from 1 individual (either a human, nonhuman animal, or plant) to other humans, nonhuman animals, plants, natural kinds, and artifacts. Research Findings: These results (a) clarify the content of the Wichi’s categories and the words they use to describe them, (b) showcase the power of covert (unnamed) categories, and (c) fortify the view that human-centered reasoning is not a universal starting point for reasoning about nature. Practice or Policy: Implications of these findings for early science education are discussed. In particular, we discuss (a) how the Wichi’s construal of the natural world may be best integrated when they reach the (Western science–inspired) classroom and (b) how the current results bear on central issues in early science education more broadly. 相似文献
79.
Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced. 相似文献
80.
Resistance to interference was examined in rats that received a complex negative patterning discrimination in which XA and
XB were followed by food reinforcement and XAB was not. Retention of the discrimination was evident after separate reinforcement
of both A and B (Experiment 3), but not after reinforcement of either AB (Experiments 1 and 3) or XAB (Experiments 2 and 3).
These data suggest that complex negative patterning discriminations are acquired configurally and that the relative similarity
of the original discrimination and subsequent interference trials dictates the final degree of retention observed. 相似文献