全文获取类型
| 收费全文 | 635篇 |
| 免费 | 6篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 467篇 |
| 科学研究 | 61篇 |
| 各国文化 | 15篇 |
| 体育 | 28篇 |
| 文化理论 | 22篇 |
| 信息传播 | 49篇 |
出版年
| 2022年 | 9篇 |
| 2021年 | 10篇 |
| 2020年 | 6篇 |
| 2019年 | 22篇 |
| 2018年 | 23篇 |
| 2017年 | 13篇 |
| 2016年 | 10篇 |
| 2015年 | 9篇 |
| 2014年 | 7篇 |
| 2013年 | 163篇 |
| 2012年 | 16篇 |
| 2011年 | 12篇 |
| 2010年 | 6篇 |
| 2009年 | 11篇 |
| 2008年 | 14篇 |
| 2007年 | 18篇 |
| 2006年 | 18篇 |
| 2005年 | 8篇 |
| 2004年 | 9篇 |
| 2003年 | 9篇 |
| 2002年 | 7篇 |
| 2001年 | 7篇 |
| 2000年 | 15篇 |
| 1997年 | 6篇 |
| 1996年 | 5篇 |
| 1995年 | 8篇 |
| 1994年 | 6篇 |
| 1993年 | 6篇 |
| 1992年 | 6篇 |
| 1991年 | 6篇 |
| 1990年 | 8篇 |
| 1989年 | 8篇 |
| 1988年 | 6篇 |
| 1987年 | 7篇 |
| 1986年 | 4篇 |
| 1985年 | 5篇 |
| 1984年 | 8篇 |
| 1983年 | 9篇 |
| 1982年 | 4篇 |
| 1978年 | 5篇 |
| 1977年 | 5篇 |
| 1974年 | 5篇 |
| 1973年 | 8篇 |
| 1972年 | 9篇 |
| 1971年 | 4篇 |
| 1968年 | 6篇 |
| 1967年 | 4篇 |
| 1965年 | 4篇 |
| 1963年 | 4篇 |
| 1917年 | 3篇 |
排序方式： 共有642条查询结果，搜索用时 15 毫秒
581.
Harry Munt 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(1):6-21
ABSTRACTThis article contributes to the debate over the effectiveness with which late Umayyad and early ?Abbāsid caliphs negotiated their respective rights and duties with provincial elites during the second/eighth century. The focus is on the relationships that evolved between the caliphs and those elite families residing in the ?ijāz whose ancestors had helped to establish the Muslim community and the early caliphal empire in the mid-first/seventh century. The article's analysis centres on a series of four revolts in the ?ijāz over the second/eighth century and examines developments in the enthusiasm with which local elites either supported or opposed those revolts. This discussion demonstrates that, aside from a brief period during the first decades of ?Abbāsid rule, Umayyad and ?Abbāsid caliphs during the second/eighth century were actually quite successful at inspiring loyalty among the local elites of the ?ijāz. 相似文献
582.
The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000 相似文献
583.
Nancy W. Brickhouse Zoubeida R. Dagher William J. Letts IV Harry L. Shipman 《科学教学研究杂志》2000,37(4):340-362
Arguments for teaching about the nature of science have been made for several decades. The most recent science education policy documents continue to assert the need for students to understand the nature of science. However, little research actually explores how students develop these understandings in the context of a specific course. We examine the growth in students' understanding about the nature of astronomy in a one‐semester college course. In addition to student work collected for 340 students in the course, we also interviewed focus students three times during the course. In this article we briefly describe class data and discuss in detail how five students developed their ideas throughout the course. In particular, we show the ways in which students respond to instruction with respect to the extent to which they (a) demand and examine evidence used for justifying claims, (b) integrate scientific and religious views, and (c) distinguish between scientific and nonscientific theories. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 340–362, 2000. 相似文献
584.
585.
586.
A recent study of the factorial structure of the Rhode Island Pupil Identification Scale (RIPIS), a pupil behavior-observation scale for use by classroom teachers for detecting young children with learning problems, has led to profile scoring. This study describes the procedures and the results of an intensive and comprehensive investigation of the homogeneity of the subscales and their reliabilities as well as those of the two profiles yielded by the scale. All subscales, profiles, and composites were found to be highly internally consistent and stable over a time interval of five months. The authors also wish to show why complex psychometric scales require that more than cursory attention be paid to reliability issues. 相似文献
587.
588.
589.
Harry Torrance 《Cambridge Journal of Education》1991,21(2):129-140
590.