全文获取类型
收费全文 | 696篇 |
免费 | 6篇 |
专业分类
教育 | 500篇 |
科学研究 | 48篇 |
各国文化 | 6篇 |
体育 | 54篇 |
文化理论 | 3篇 |
信息传播 | 91篇 |
出版年
2024年 | 1篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 27篇 |
2017年 | 23篇 |
2016年 | 39篇 |
2015年 | 15篇 |
2014年 | 29篇 |
2013年 | 156篇 |
2012年 | 14篇 |
2011年 | 21篇 |
2010年 | 16篇 |
2009年 | 27篇 |
2008年 | 36篇 |
2007年 | 24篇 |
2006年 | 27篇 |
2005年 | 26篇 |
2004年 | 12篇 |
2003年 | 10篇 |
2002年 | 16篇 |
2001年 | 16篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 5篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 9篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1985年 | 7篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有702条查询结果,搜索用时 140 毫秒
71.
Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change 总被引:1,自引:0,他引:1
This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement. 相似文献
72.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. 相似文献
73.
74.
Dorothy E. McAllister Wallace R. McAllister Steve R. Hampton Michael T. Scoles 《Learning & behavior》1980,8(3):417-423
Experiment 1 demonstrated that hurdle-jumping, escape-from-fear (EFF) performance was affected deleteriously when the handling of the rats was by the tail rather than the body and was facilitated by the administration, just prior to EFF training, of one additional CS-shock pairing along with the opportunity to jump the hurdle. Additional experiments elucidated the basis for the effect of these two variables. Experiment 2 indicated that tail handling degraded performance by decreasing reinforcement. In Experiment 3, the facilitatory effect of the extra CS-shock treatment was found to result from the occurrence of a response at the termination of the pairing and not from the CS-shock pairing per se. 相似文献
75.
76.
77.
Steve Walker Tom Olney Carlton Wood Anactoria Clarke Moira Dunworth 《Open Learning》2019,34(1):118-133
ABSTRACTDespite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them. 相似文献
78.
79.
Maria Araceli Ruiz‐Primo Richard J. Shavelson Laura Hamilton Steve Klein 《科学教学研究杂志》2002,39(5):369-393
We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002 相似文献
80.