全文获取类型
收费全文 | 2181篇 |
免费 | 59篇 |
专业分类
教育 | 1791篇 |
科学研究 | 49篇 |
各国文化 | 37篇 |
体育 | 86篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 262篇 |
出版年
2023年 | 9篇 |
2022年 | 12篇 |
2021年 | 30篇 |
2020年 | 40篇 |
2019年 | 70篇 |
2018年 | 100篇 |
2017年 | 111篇 |
2016年 | 84篇 |
2015年 | 59篇 |
2014年 | 66篇 |
2013年 | 547篇 |
2012年 | 57篇 |
2011年 | 61篇 |
2010年 | 64篇 |
2009年 | 70篇 |
2008年 | 66篇 |
2007年 | 57篇 |
2006年 | 42篇 |
2005年 | 53篇 |
2004年 | 58篇 |
2003年 | 37篇 |
2002年 | 32篇 |
2001年 | 36篇 |
2000年 | 24篇 |
1999年 | 20篇 |
1998年 | 14篇 |
1997年 | 27篇 |
1996年 | 22篇 |
1995年 | 29篇 |
1994年 | 26篇 |
1993年 | 22篇 |
1992年 | 16篇 |
1991年 | 21篇 |
1990年 | 19篇 |
1989年 | 15篇 |
1988年 | 12篇 |
1986年 | 13篇 |
1985年 | 11篇 |
1984年 | 26篇 |
1983年 | 12篇 |
1982年 | 15篇 |
1981年 | 14篇 |
1980年 | 15篇 |
1979年 | 13篇 |
1978年 | 7篇 |
1977年 | 12篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 14篇 |
1973年 | 9篇 |
排序方式: 共有2240条查询结果,搜索用时 46 毫秒
971.
972.
973.
Sara?C.?HerediaEmail author Erin?Marie?Furtak Deb?Morrison Ian?Parker?Renga 《Journal of Science Teacher Education》2016,27(7):697-716
Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the iterative design and enactment of common formative assessment tools. We analyze teacher conversations to understand how teachers collaborated to design formative assessments. Results indicate that when teachers attended to problems of practice related to teaching evolution, increased transparency in their talk helped build consensus about the design of formative assessment tools. These results highlight the importance of encouraging transparency in teacher dialog when they are engaged in collaborative design of formative assessments. 相似文献
974.
Sixty children between the ages of 3 and 5 participated in this study of children's ability to discriminate emotions in others. Twelve children were identified as neglected, and eight were identified as abused. Two additional groups of nonmaltreated children included one comparable on IQ and one with significantly higher intelligence. All children were given three tests: The Peabody Picture Vocabulary Test, the Borke Interpersonal Awareness Test and the Rothenberg Social Sensitivity Test. The results showed that normal children with the higher IQ were significantly better able to identify and discriminate other people's emotions from picture stories than were the other groups of children, who were not different from one another on any of the measures. Furthermore, when IQ was covaried in the ANOVAS, all group-differences disappeared. It was suggested that previous studies demonstrating inferior performance on measures of social cognition by maltreated children may have been due to the failure to control for IQ. 相似文献
975.
A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes
下载免费PDF全文
![点击此处可从《Anatomical sciences education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Derek L. Choi‐Lundberg Anne‐Marie M. Williams Craig Zimitat 《Anatomical sciences education》2017,10(6):514-527
The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists. 相似文献
976.
Assessment personnel from the southern borderlands area of Texas participated in analyzing one of four different hypothetical cases. Respondents were expected to defer making eligibility decisions due to language proficiency, environment, culture, or lack of data. When data were lacking, the investigators proposed that respondents would recognize the need for additional information and defer making a decision. Differences in eligibility decisions were found when the respondents analyzed cases in which a significant discrepancy existed and in cases in which language proficiency information was provided. Experience in assessment was significant in the determination that additional information was needed to reach a decision, F(2, 87) = 3.99, p < .05. A majority of the respondents (83%) made an eligibility decision using insufficient data. 相似文献
977.
Kay A. Chick Rose Ann Heilman-Houser Maxwell W. Hunter 《Early Childhood Education Journal》2002,29(3):149-154
Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed. 相似文献
978.
Ryan Poirier Elizabeth Colarusso Ann Bischoff Erin Robertson 《Teaching and Teacher Education》2007,23(8):1345-1349
The purpose of this review is to examine the utility of using journalistic accounts of adolescence to convey the complexities of adolescent development. Three non-fiction texts are considered: Wonderland by Michael Bamberger, A Tribe Apart by Patricia Hersch, and A Hope in the Unseen by Ron Suskind. The safe environment provided by these books gives prospective teachers an intellectual space to consider their future teaching and to hear the voices of their prospective students. Moreover, exploring these non-fiction texts helps prospective teachers understand today's adolescents and allows them to reflect on adolescent identity and development using a real-world setting. 相似文献
979.
Ran Liu Jennifer J. Phillips Feng Ji Dexin Shi Martha Ann Bell 《Child development》2021,92(6):2529-2545
This study used latent growth curve modeling to identify normative development and individual differences in the developmental patterns of shyness and anger/frustration across childhood. This study also examined the impacts of maternal intrusiveness and frontal electroencephalogram (EEG) asymmetry at age 4 on the developmental patterns of shyness and anger/frustration. 180 children (92 boys, 88 girls; Mage = 4.07 years at baseline; 75.6% White, 18.3% Black, 6.1% multiracial/other) participated in the study. Normative development included significant linear decreases in shyness and anger/frustration. Individual variation existed in the developmental patterns. Children with left frontal EEG asymmetry showed a faster decreasing pattern of shyness. Children who experienced higher maternal intrusiveness and had left frontal EEG asymmetry showed a slower decreasing pattern of anger/frustration. 相似文献
980.
In this article, we attempt to intersect the interdisciplinary characters of disability studies and gender studies, in order to make sense of the activism and lived knowledge of/with two women with the label of ‘learning difficulties’. Inspired by Deleuze and Guattari’s anti‐essentialist notion of devenirs‐particules, we find our multiple selves involved in cross‐cutting relational storytelling, as such destabilising essentialist, biological determinism towards women with/out the label of ‘learning difficulties’. Thus in becoming femme(s) fatale(s), we make the most of a science capable of grasping the continual interplay between agency, structure and context, creating a ‘becoming space’ where we, as activists with our academic allies, can think and act with one another. 相似文献