全文获取类型
收费全文 | 657篇 |
免费 | 1篇 |
专业分类
教育 | 525篇 |
科学研究 | 19篇 |
各国文化 | 14篇 |
体育 | 30篇 |
文化理论 | 5篇 |
信息传播 | 65篇 |
出版年
2020年 | 3篇 |
2019年 | 13篇 |
2018年 | 15篇 |
2017年 | 25篇 |
2016年 | 17篇 |
2015年 | 3篇 |
2014年 | 15篇 |
2013年 | 155篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 13篇 |
2008年 | 7篇 |
2007年 | 13篇 |
2006年 | 22篇 |
2005年 | 19篇 |
2004年 | 18篇 |
2003年 | 24篇 |
2002年 | 17篇 |
2001年 | 18篇 |
2000年 | 22篇 |
1999年 | 6篇 |
1998年 | 9篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 16篇 |
1994年 | 9篇 |
1993年 | 15篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1989年 | 6篇 |
1988年 | 10篇 |
1987年 | 3篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 6篇 |
1971年 | 5篇 |
1970年 | 5篇 |
1969年 | 7篇 |
1964年 | 2篇 |
排序方式: 共有658条查询结果,搜索用时 15 毫秒
121.
Anita Stender Martin Schwichow Corinne Zimmerman Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831
ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. 相似文献
122.
123.
Donald W. Zimmerman 《Journal of Experimental Education》2013,81(3):171-174
A computer program generated power functions of the Student t test and Mann-Whitney U test under violation of the parametric assumption of homogeneity of variance for equal and unequal sample sizes. In addition to depression and elevation of nominal significance levels of the t test observed by Hsu and by Scheffé, the entire power functions of both the t test and the U test were depressed or elevated. When the smaller sample was associated with a smaller variance, the U test was more powerful in detecting differences over the entire range of possible differences between population means. When sample sizes were equal, or when the smaller sample had the larger variance, the t test was more powerful over this entire range. These results show that replacement of the t test by a nonparametric alternative under violation of homogeneity of variance does not necessarily maximize correct decisions. 相似文献
124.
From concepts which refer only to observed scores and which allow the parameters of score distribution over repeated measurements on a given person to differ from person to person, necessary and sufficient conditions under which coefficient alpha equals test reliability are derived. The result clarifies the relation this quantity to the Kuder-Richardson formula 20, to the KR 21, to the Spearman-Brown formula, and to Lord item sampling model. 相似文献
125.
Donald W. Zimmerman 《Journal of Experimental Education》2013,81(3):92-96
A method of determining the reliability coefficient of a test from a formulation which does not employ the concepts of true score and error score, together with assumptions about the process which generates variability in scores, is described. Several well-known reliability formulas as well as some new results are derived from models which hypothesize different sources of variability in scores. 相似文献
126.
Don Hellison 《Quest (Human Kinetics)》2013,65(3):307-318
This essay focuses on the effects of the recent subdisciplinary research emphasis in physical education scholarship on whole-person issues such as personal and social development in school- and agency-based physical education programs. It is argued, first, that recent social problems have accelerated the need for scholarly attention to the whole person in physical education and, second, that this research emphasis has responded by beginning to clarify and validate various personal and social development approaches in physical education. However, these results are not, for the most part, finding their way into practice; a different approach to scholarship is required to augment current lines of research. This approach, which emphasizes the interplay of theory/research and practice, is more likely to bridge the gap between theory and practice and to encourage integration among the subdisciplines. In the process, pressing social problems that now constitute much of the context for practice will be addressed. 相似文献
127.
This study explored how neighborhood characteristics may relate to African American adolescents' internalizing symptoms via adolescents' social support and perceptions of neighborhood cohesion. Participants included 571 urban, African American adolescents (52% female; M age = 17.8). A multilevel path analysis testing both direct and indirect effects of neighborhood characteristics on adolescents' mental health outcomes was conducted. Higher neighborhood poverty and unemployment rates predicted greater internalizing symptoms via lower cumulative social support and perceptions of neighborhood cohesion. In contrast, higher concentrations of African American and residentially stable residents in one's neighborhood related to fewer internalizing symptoms among adolescent residents via greater cumulative social support and perceptions of neighborhood cohesion. Implications of these findings are discussed. 相似文献
128.
129.
Don Ambrose 《Roeper Review》2013,35(4):268-272
From observing 26 precocious preschoolers during free play, it was determined that they engaged in high frequencies of associative and dramatic play. The girls engaged in more cooperative and less solitary play than the boys. The older children participated in more solitary, parallel, and less cooperative and less dramatic play than their younger peers. The higher IQ group (median IQ = 160+) undertook less constructive and more dramatic play than the lower IQ group (median IQ = 137). 相似文献
130.
Linguists and philosophers have revealed the powerful shaping influences of metaphor on thought. Metaphorical frameworks have inspired and confined theories of mind, research paradigms, and even conceptions of morality in the larger sociopolitical environment. This paper explores these strong metaphorical influences on thought and action with special attention to sociopolitical and moral dimensions. It reveals profound metaphorical effects on the functioning of minds as well as ideological, liberal and conservative conceptions of aspirations, self-fulfillment, success, and morality. The analysis suggests the need for more attention to metaphorical analysis and the development of moral imagination in the education of the gifted. 相似文献