全文获取类型
收费全文 | 490篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 338篇 |
科学研究 | 42篇 |
各国文化 | 13篇 |
体育 | 65篇 |
文化理论 | 6篇 |
信息传播 | 34篇 |
出版年
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 16篇 |
2020年 | 25篇 |
2019年 | 18篇 |
2018年 | 35篇 |
2017年 | 29篇 |
2016年 | 31篇 |
2015年 | 18篇 |
2014年 | 28篇 |
2013年 | 109篇 |
2012年 | 16篇 |
2011年 | 13篇 |
2010年 | 15篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 12篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有498条查询结果,搜索用时 46 毫秒
1.
Francisco Javier Guzman-Munoz 《教育心理学》2017,37(4):421-437
Mixing examples of different categories (interleaving) has been shown to promote inductive learning as compared with presenting examples of the same category together (massing). In three studies, we tested whether the advantage of interleaving is exclusively due to the mixing of examples from different categories or to the temporal gap introduced between presentations. In addition, we also tested the role of working memory capacity (WMC). Results showed that the mixing of examples might be the key component that determines improved induction. WMC might also be involved in the interleaving effect: participants with high spans seemed to profit more than participants with low spans from interleaved presentations. Our findings have relevant implications for education. Practice schedules should be individually customised so society as a whole can profit from differences between learners. 相似文献
2.
Wesley Mendes-Da-Silva Luciano Rossoni Bruno S. Conte Cristiane C. Gattaz Eduardo R. Francisco 《Journal of Cultural Economics》2016,40(1):75-99
We conduct an analysis of 1835 pledges to 10 music production projects hosted on the largest Brazilian crowdfunding platform, namely the Catarse Web site, and we assess the relation between the fundraising accumulation period, the donor–entrepreneur distance and the propensity of donors to back projects. Our results suggest a significantly negative association between distance and the value of capital pledged to projects, which is consistent with the notion that the entrepreneur’s network of close contacts might play a central role in funding. Furthermore, our results contradict the idea that crowdfunding reduces the inhibiting effect of donor–entrepreneur distance. In addition, the results show that a long project exposure is associated with higher values of pledges. These results suggest practical implications for the study of crowdfunding as a financing platform. This study contributes to the literature on the use of crowdfunding as an alternative funding source in a major emerging market. 相似文献
3.
This paper explores the value of participatory action research in a community college developmental mathematics course. The authors used the framework of critical mathematics education in order to understand the critical conversations of students about their learning experiences, and also to help the instructor of the course develop the curriculum that attended to student experiences. The authors also draw on Michel de Certeau’s ideas about strategies and tactics to understand how students responded to their past learning experiences. Data results from the study show that students can gain a better understanding of their own learning and subsequently develop deeper content knowledge when they are more involved in the teaching and learning process. Lastly, the authors conclude that as adult learners grow in their understanding of the learning processes and of the content being presented, participatory action research can play an important role in the entire development of thinking and intellectual engagement. 相似文献
4.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
5.
6.
We reanalyzed data from published studies (Harp & Mayer, 1997, 1998; Mayer & Moreno, 1998, Mayer et al., 1995, 1996) in which college students learned about the formation of lightning, and were then given open-ended problem-solving question. When asked, “What could you do to decrease the intensity of lightning?,” females were approximately eight times more likely than males to refuse to answer on the grounds that nature cannot be altered. The pattern persisted across four data sets involving 810 participants. The results have practical implications for the design of alternative assessment instruments involving open-ended questions and theoretical implications for gender-based differences in verbal communication styles. 相似文献
7.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
8.
The effects of identical context on pattern recognition by pigeons for outline drawings of faces were investigated by training
pigeons to identify (Experiment 1) and categorize (Experiment 2) these stimuli according to the orientation of the mouth—an
upright U shape representing a smiling mouth or an inverted U shape representing a sad mouth. These target stimuli were presented
alone (Pair 1), with three dots in a triangular orientation to represent a nose and eyes (Pair 2), and with the face pattern
surrounded by an oval (Pair 3). In Experiment 1, the pigeons trained with Pair 1 were most accurate, those trained with Pair
2 were less so, and those trained with Pair 3 failed to acquire the discrimination within eighty 100-trial sessions. The same
ordering was found in Experiment 2 for pigeons trained on the three pairs simultaneously. The authors suggest that a contrasting
finding in humans, the face superiority effect, might be due to a gain in discriminability resulting from recognition of the
pattern as a face. An exemplar model of information processing that excludes linguistic coding accounts for the present results. 相似文献
9.
Child Development and the Social Demography of Childhood 总被引:1,自引:0,他引:1
Donald J. Hernandez 《Child development》1997,68(1):149-169
This article provides background information and a practical guide for including demographic information in developmental research. First, it portrays historic demographic trends reflecting critical ways in which the family and economic environments of children have been, and continue to be, transformed in the United States. Second, it presents current demographic statistics to provide a basis for researchers to compare their special study population to the general population of children and to formulate specific hypotheses about ways in which their result might differ for children in various demographic situations. Third, it offers an Appendix with standardized wording for a minimum set of questions needed to measure the demographic characteristics and environments of children. The Appendix provides researchers the technical capacity to collect such data, so they can develop and test hypotheses about how family and econmic environments shape child development processes and outcomes. 相似文献
10.
Roberts J. Kyle Henson Robin K. Tharp Barbara Z. Moreno Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213
Journal of Science Teacher Education - 相似文献