全文获取类型
| 收费全文 | 1587篇 |
| 免费 | 7篇 |
专业分类
| 教育 | 1287篇 |
| 科学研究 | 80篇 |
| 各国文化 | 13篇 |
| 体育 | 63篇 |
| 文化理论 | 11篇 |
| 信息传播 | 140篇 |
出版年
| 2020年 | 13篇 |
| 2019年 | 21篇 |
| 2018年 | 22篇 |
| 2017年 | 18篇 |
| 2016年 | 26篇 |
| 2015年 | 19篇 |
| 2014年 | 29篇 |
| 2013年 | 349篇 |
| 2012年 | 26篇 |
| 2011年 | 30篇 |
| 2010年 | 23篇 |
| 2009年 | 29篇 |
| 2008年 | 31篇 |
| 2007年 | 27篇 |
| 2006年 | 33篇 |
| 2005年 | 34篇 |
| 2004年 | 31篇 |
| 2003年 | 25篇 |
| 2002年 | 29篇 |
| 2001年 | 21篇 |
| 2000年 | 20篇 |
| 1999年 | 18篇 |
| 1998年 | 13篇 |
| 1997年 | 18篇 |
| 1996年 | 18篇 |
| 1995年 | 20篇 |
| 1994年 | 24篇 |
| 1993年 | 27篇 |
| 1992年 | 26篇 |
| 1991年 | 21篇 |
| 1990年 | 19篇 |
| 1989年 | 26篇 |
| 1988年 | 23篇 |
| 1987年 | 29篇 |
| 1986年 | 20篇 |
| 1985年 | 30篇 |
| 1984年 | 26篇 |
| 1983年 | 27篇 |
| 1982年 | 23篇 |
| 1981年 | 32篇 |
| 1980年 | 24篇 |
| 1979年 | 29篇 |
| 1978年 | 29篇 |
| 1977年 | 20篇 |
| 1976年 | 21篇 |
| 1974年 | 17篇 |
| 1973年 | 22篇 |
| 1972年 | 12篇 |
| 1970年 | 16篇 |
| 1968年 | 15篇 |
排序方式： 共有1594条查询结果，搜索用时 15 毫秒
991.
992.
993.
994.
995.
996.
997.
998.
Andrew Kenneth Tolmie Keith J. Topping Donald Christie Caroline Donaldson Christine Howe Emma Jessiman Kay Livingston Allen Thurston 《Learning and Instruction》2010,20(3):177-191
There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9–12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits. 相似文献
999.
This article explores how storytelling can help create a space for transformational learning. In particular it looks at the role of storytelling in education for peace in Africa. It also touches on related issues, including the role of historic peace churches, the role of women, and the role of faith convictions, in the process of moving from violence to peace with justice. The case study for the essay is the Watu Wa Amani (People of Peace) conference held in Nairobi in 2004. 相似文献
1000.
Tamara Simpson David Camfield Andrew Pipingas Helen Macpherson 《Educational gerontology》2013,39(7):445-458
In an increasingly aging population, a number of adults are concerned about declines in their cognitive abilities. Online computer-based cognitive training programs have been proposed as an accessible means by which the elderly may improve their cognitive abilities; yet, more research is needed in order to assess the efficacy of these programs. In the current study, a commercially available 21-day online computer-based cognitive training intervention was administered to 34 individuals aged between 53 and 75 years. The intervention consisted of computerized training in reaction time, inspection time, short-term memory for words, executive function, visual spatial acuity, arithmetic, visual spatial memory, visual scanning/discrimination, and n-back working memory. An active solitaire control group was also included. Participants were tested at baseline, posttraining and at three-weeks follow-up using a battery of neuropsychological outcome measures. These consisted of simple reaction time, complex reaction time, digit forwards and backwards, spatial working memory, digit symbol substitution, RAVLT, and trail making. Significant improvement in simple reaction time and choice reaction time task was found in the cognitive training group both posttraining and at three-weeks follow-up. However, no significant improvements on the other cognitive tasks were found. The training program was found to be successful in achieving transfer of trained cognitive abilities in speed of processing to similar untrained tasks. 相似文献