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The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education. 相似文献
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David H. Palmer 《科学教学研究杂志》1997,34(8):837-850
One of the aims of science education is that students should be able to apply scientific principles to contemporary issues. Individual interviews were used to investigate the way in which students (63 12-year-olds and 60 16-year-olds) applied the ecological concept of interdependence of species to the issue of preservation of species. Students were shown a list of items representing a range of living things and were asked to select those which they would want to save from extinction and explain their reasoning. Although most students used the concept of interdependence for some items, they did not apply it in a scientifically consistent way to all types of living things. Three probable reasons for this lack of consistency were anthropocentricism, mixed reasons (students appeared to spontaneously choose another type of reason depending on what image the item immediately provoked), and opposite reasons (students interpreted the idea of interdependence as applying to some types of living things but not to others). J Res Sci Teach 34: 837–850, 1997. 相似文献
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As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed. 相似文献
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Nicholas Emepue Kola Soyibo 《International Journal of Science and Mathematics Education》2009,7(2):339-361
This study was designed to assess whether the level of performance of selected Jamaican 11th-grade physics students on some
numerical problems on the energy concept was satisfactory and if there were significant differences in their performance linked
to their gender, socioeconomic background (SEB), school location, English language and mathematical abilities. The 331 sampled
students consisted of 213 boys and 118 girls; 197 students were from a high SEB and 134 students from a low SEB; 296 students
were from seven urban schools and 35 students from three rural schools; 112, 153 and 66 of the students had high, average
and low English language abilities, respectively, while 144, 81 and 106 of the students had high, average and low mathematical
abilities, respectively. An Energy Concept Test (ECT) consisting of six structured numerical questions was employed for data
collection. The results indicated that although the students’ level of performance was regarded as fairly satisfactory, there
was a lot of room for improvement. There were statistically significant differences in the students’ performance on the ECT
linked to SEB, and mathematical abilities in favour of students from a high SEB, and high mathematical abilities, respectively.
There was a positive, statistically significant but weak correlation between the students’ (a) mathematical abilities, and
(b) English language abilities and their performance on the ECT, while there were no correlations among their gender, school
location, and SEB and their performance on the ECT. 相似文献
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Matthew HOWELLS Ashleigh BELL Nicholas EVERITT Jennifer McMILLAN 《Learned Publishing》2009,22(2):109-112
There are enormous quantities of information available to researchers on the Internet, of varying levels of quality. Now, more than ever, it is important that academic publishers make best use of their journals and provide their readers with access to this high‐value content, in a form that can be easily found and used. To that end, Taylor & Francis have taken up the challenge of satisfying researchers' need to have all relevant content available at their fingertips, by digitizing their older journal content, creating subject‐based collections of backfiles and putting them online. This article provides an insight into the ‘why’ and ‘how’ of the process of digitization of Taylor & Francis's journal archives. The fact that these online backfiles are being requested, purchased, and used demonstrates the added value that publishers may hold in their archives. 相似文献