全文获取类型
收费全文 | 1643篇 |
免费 | 31篇 |
国内免费 | 4篇 |
专业分类
教育 | 1249篇 |
科学研究 | 110篇 |
各国文化 | 23篇 |
体育 | 139篇 |
综合类 | 5篇 |
文化理论 | 50篇 |
信息传播 | 102篇 |
出版年
2023年 | 13篇 |
2022年 | 33篇 |
2021年 | 46篇 |
2020年 | 59篇 |
2019年 | 79篇 |
2018年 | 104篇 |
2017年 | 105篇 |
2016年 | 95篇 |
2015年 | 69篇 |
2014年 | 76篇 |
2013年 | 319篇 |
2012年 | 110篇 |
2011年 | 65篇 |
2010年 | 46篇 |
2009年 | 50篇 |
2008年 | 47篇 |
2007年 | 49篇 |
2006年 | 24篇 |
2005年 | 32篇 |
2004年 | 30篇 |
2003年 | 22篇 |
2002年 | 36篇 |
2001年 | 12篇 |
2000年 | 17篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1996年 | 10篇 |
1995年 | 8篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 10篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有1678条查询结果,搜索用时 15 毫秒
21.
Julio-César Mateus Wilson Hernández-Breña Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464
AbstractKey to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence. 相似文献
22.
Peer relations across 2 contexts (in school and after school) were examined for 577 participants, approximately 12 years old, from 3 middle schools in Milan, Italy. The primary research questions were: Do peer networks from different contexts uniquely contribute to explaining variance in individual behavior? Do measures of peer preference and peer network inclusion across contexts uniquely contribute to explaining individual depressive symptoms? Structural equation models showed that both the in-school and the after-school peer networks uniquely contributed to explaining variance in 2 types of individual problem behavior (in-school problem behavior, after-school delinquency), and that similarity with the 2 peer networks varied according to behaviors specific to each context and across gender. Finally, both in-school and after-school peer network inclusion contributed to explaining variance in depressive symptoms, after controlling for classroom peer preference. 相似文献
23.
Arzu Saka Lale Cerrah Ali Rıza Akdeniz Alipaşa Ayas 《Journal of Science Education and Technology》2006,15(2):192-202
The study was carried out with 175 Turkish students by using drawings at different ages understanding of gene, DNA and chromosome concepts. Students from 8th, 9th, 11th grades and, science and biology student teachers were simply asked to draw the structure of gene, DNA and chromosome in a cell and also to give explanations about these three concepts. Differences in understanding between the age groups were found to be significant for the concepts of gene and DNA. None of the groups exhibit sound understanding and regardless of the age levels, students in all groups had alternative ideas about the three concepts investigated. 相似文献
24.
Jérôme Leriche Jean-François Desbiens Chantal Amade-Escot Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520
ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. 相似文献
25.
Françoise Cordier Mohamed Es Saidi Jean Cordier 《European Journal of Psychology of Education - EJPE》1997,12(3):305-314
Privileged (typical, basic-level) representations are cognitive representations in which figurative features play a significant part. We specifically consider studies on the conventional point of view in object perception (Palmer, Rosch, & Chase, 1981). We propose an analysis of solid geometrical problems in the field of typicality theory and more generally in the theoretical field of mental models. Applied to this geometrical domain, the analysis suggests that individual cognitive representations — corresponding with different points of view from which a figure can be seen — are more or less representative examples of the category, that is to say they correspond more or less with the mental model built by the subject in this domain. Task 1 emphasizes the most representative point of view for four solid geometrical figures chosen by the experimenter. Then, we analyse two tasks on each figure from both the typical and non typical points of view. Errors occur most frequently when the geometrical figure is seen from its non typical viewpoints. Particular attention should be paid to this factor in analysing errors made by subjects. 相似文献
26.
Pedro Gutiérrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view
of both editions taking into account Gutiérrez Bueno’s biography, his intended audience and the changes related to the so-called
chemical revolution. Some conclusions are at odds with common images about scientific revolutions and the role of textbooks
in science. The analysis aims to shed some light on the multiple historical forces shaping textbooks and the way in which
scientific change is assimilated by their writers.
This research was partially supported by the program BHA2002-04611-CO3-02 相似文献
27.
Nataša Popivoda‐Endresen 《Higher Education in Europe》1990,15(1):73-79
The differences, so far as Yugoslav legislation is concerned, between “equivalence” and “recognition” are mads clear, and the Yugoslav instances authorized to make decisions on questions of equivalence and recognition are stated and their procedures, briefly described. The 7 multilateral conventions and the 13 bilateral agreements on equivalence and recognition matters are listed. More is said about the various Yugoslav instances empowered to make decisions and to give Information on questions of equivalence and recognition. 相似文献
28.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
29.
In this work, we presented an analysis of the representation of the special relativity theory (SRT) in the most used texts
in high school, Polimodal level and university level in the teaching in the Argentine Republic, from a historic, epistemological
and didactic perspective. The results show that none of the analyzed texts would allow a contextualized approach on such theory. 相似文献
30.
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context. 相似文献