全文获取类型
收费全文 | 874篇 |
免费 | 19篇 |
专业分类
教育 | 677篇 |
科学研究 | 29篇 |
各国文化 | 14篇 |
体育 | 57篇 |
文化理论 | 5篇 |
信息传播 | 111篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 30篇 |
2019年 | 33篇 |
2018年 | 45篇 |
2017年 | 50篇 |
2016年 | 41篇 |
2015年 | 23篇 |
2014年 | 22篇 |
2013年 | 191篇 |
2012年 | 26篇 |
2011年 | 34篇 |
2010年 | 21篇 |
2009年 | 24篇 |
2008年 | 20篇 |
2007年 | 10篇 |
2006年 | 16篇 |
2005年 | 14篇 |
2004年 | 16篇 |
2003年 | 10篇 |
2002年 | 15篇 |
2001年 | 13篇 |
2000年 | 12篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 17篇 |
1995年 | 21篇 |
1994年 | 15篇 |
1993年 | 18篇 |
1992年 | 14篇 |
1991年 | 12篇 |
1990年 | 4篇 |
1989年 | 12篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1985年 | 3篇 |
1984年 | 7篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 9篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1970年 | 3篇 |
1866年 | 2篇 |
排序方式: 共有893条查询结果,搜索用时 156 毫秒
81.
Beverly Bell 《Research in Science Education》1987,17(1):244-252
Summary Science education in New Zealand continues to have a strong research base and now development work has begun that is modelled
on a view of how people learn and which is supported by the curriculum development of the wider Ministerial Review. 相似文献
82.
83.
Gary R. Morrison Steven M. Ross Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115
Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen
resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the
attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise)
narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the
low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement.
Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts.
Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications
of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed. 相似文献
84.
Jacqueline Watson 《Cambridge Journal of Education》2001,31(2):205-219
The Office for Standards in Education (OFSTED) continues to judge schools in England and Wales to be generally unsuccessful in providing opportunities to pupils and students for spiritual development. This article reports on a study of OFSTED inspection reports for Norfolk state secondary schools. The study aimed to understand what was going wrong with spiritual development and how things might be improved. The study noted OFSTED's guidance to its inspectors on spiritual development, but then audited inspectors' assessments of spiritual development as they saw it in the field. After a close analysis of the reports the study concluded that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that both the mechanisms for assessment and for raising standards were not clear. The article discusses possible reasons for that lack of clarity and suggests that increased dialogue between inspectors and teachers might help raise standards in this area. 相似文献
85.
Steven Bell 《International Journal of Disability, Development & Education》1984,31(3):237-239
Since the passage of PL 94‐142, nearly every professional in public education is required to enrol in a course of educating exceptional children and youth. This paper is addressed to three audiences: 1) the instructors of such courses; 2) individuals responsible for in‐service training; and 3) teachers and parents of exceptional children and youth. In this brief article, a sixty‐minute group exercise designed to demonstrate the deleterious effects of overprotection is described. 相似文献
86.
87.
The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life. 相似文献
88.
Jacqueline Bideaud 《Prospects》2001,31(2):175-185
Genetic constructivism regards the development of cognitive structures as the prod-uct of interactions among three systems of equilibration relating to phylogenesis, sociogenesis and psychogenesis (Cellérier & Decret, 1992). From this point of view, the study of numbers is of particular interest since it reveals visible interactions between the child, his current forms of cognitive organization and his particular sociocultural environments. It is also worthy of note because the major constructivist theories (the genetic psychology of Piaget, the ‘constructive’ innateness of Gelman and the sociogenesis of Fuson) have taken an interest in numbers, focusing their attention in varying degrees on one of the systems in question. Our purpose here is to show the relevance of the complementarity of these approaches to research in and the teaching of elementary arithmetic. 相似文献
89.
R. Steve McCallum Shannon Sharp Sherry Mee Bell Thomas George 《Psychology in the schools》2004,41(2):241-246
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004. 相似文献
90.