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991.
Predicting introductory programming performance: A multi-institutional multivariate study 总被引:1,自引:1,他引:0
A model for predicting student performance on introductory programming modules is presented. The model uses attributes identified in a study carried out at four third-level institutions in the Republic of Ireland. Four instruments were used to collect the data and over 25 attributes were examined. A data reduction technique was applied and a logistic regression model using 10-fold stratified cross validation was developed. The model used three attributes: Leaving Certificate Mathematics result (final mathematics examination at second level), number of hours playing computer games while taking the module and programming self-esteem. Prediction success was significant with 80% of students correctly classified. The model also works well on a per-institution level. A discussion on the implications of the model is provided and future work is outlined. 相似文献
992.
Susan M. Merritt 《Computer Science Education》2013,23(1):103-110
I present an expanded taxonomy of sorting algorithms that is based upon Merritt's inverted taxonomy [1] and Lau's logic‐based derivations [2, 3]. The inverted taxonomy was based on a higher level, more abstract, and conceptually simple top‐down approach to sorting than the traditional taxonomy such as that given by Knuth [4], Work done in automatic program synthesis suggested the approach. Sorts were divided into two categories, hardsplit/easyjoin and easysplit/hardjoin, of which quicksort and mergesort are the canonical examples, respectively. Lau's [2, 3] logic‐based derivations strengthen the inverted taxonomy by deriving comparison‐based sorting algorithms that fall into the two categories of hardsplit/easyjoin and easysplit/hardjoin. Moreover, they expand the taxonomy by deriving distributive algorithms in a symmetric way. 相似文献
993.
Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies
Ann Glang Deborah Ettel Bonnie Todis Wayne A. Gordon Jennifer M. Oswald Susan L. Vaughn 《Exceptionality》2013,21(4):211-224
Long-term follow-up studies conducted during the K–12 school years suggest that challenges related to childhood traumatic brain injury (TBI) tend to persist or worsen over time. A 1999 survey of State Directors of Special Education revealed that most states had emerging initiatives for children with TBI and were expanding their capacity to serve this growing population. To determine whether significant changes in patterns of identification and service delivery had occurred, State Directors and brain injury consumer organizations were surveyed. Survey results show some improvement, but significant gaps remain. Most state education administrators perceive a gap between incidence of childhood TBI and identification of students with TBI to receive special education services. Recommendations for policy changes and research are provided. 相似文献
994.
Jane Susan Johnston 《International Journal of Science Education》2013,35(18):2511-2525
Fifty‐six children, aged between 4 and 11 years, in seven groups, were videoed playing with, being questioned about and sorting a collection of toys in order to identify what skills of observation looked like in young children, how observations influenced other scientific skills and what supported the skill of observation. Children’s skills of observation were found to be similar across all ages and included affective, functional, social and exploratory comments, actions, and questions. These initial observations led to the use of other scientific process skills: classification, prediction, hypotheses, along with explanation for younger children and interpretations for older children. There was generally a greater sophistication of observation skills with increasing age of the children. Observations in young children were found to be tactile and developed in two ways: by engaging in more unique close observation and interpreting observation by utilising previous knowledge and experiences. Important factors affecting the development of observational and other scientific skills were found to be the context (activity, environment, resources) and combination of social interactions between individuals, peers, and adults. This combination supported the development of both observational and other scientific skills, although the nature and amount of this interaction appeared individual to different groups of children and could not be predicted. 相似文献
995.
996.
Susan Rodrigues Russell Tytler Linda Darby Peter Hubber David Symington Jane Edwards 《International Journal of Science Education》2013,35(11):1411-1433
This paper reports a study of science graduates who are employed in positions outside their discipline specialisation. The research was designed to uncover the reasons for them choosing to study science at university, the competencies they utilise in their work and their lives, and how these relate to their undergraduate education in science. The study is seen as important in that already about one‐half of science graduates are in such positions and it is argued that there is a need in scientific and technologically based societies to have a greater representation of such people in decision‐making positions in government and industry. The directions for the science degree that can be drawn from the data gathered are congruent with those arising from other relevant studies. That is, attention should be paid to widely used skills, such as communication and problem‐solving, and to developing an understanding of science within its social and ethical context. An argument is mounted for considering the way the science degree is presented to potential students and to the general public. 相似文献
997.
Susan C. Losh Ryan Wilke Margareta Pop 《International Journal of Science Education》2013,35(6):773-792
Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children. 相似文献
998.
Susan Talburt 《International journal of qualitative studies in education》2013,26(5):525-539
This article questions the logic of ethnographic inquiry that seeks to make gay and lesbian subjects seen and heard. I consider poststructural and queer challenges to ethnography's project of representing subjects, experiences, and voices to suggest that inquiry into gay and lesbian subjects analyze practices as they are constituted in social and institutional locations. Queer theorists' explorations of the "open secret" and the "epistemology of the closet," characterized by circulations of knowledge and ignorance, point to a need to place the contours of (un)knowing at the center of inquiry. I turn to participants' readings of Introduction to Christianity, taught by a lesbian faculty member, to theorize the effects of religious and sexual open secrets in constituting her pedagogy. Based on the intangible circulations of knowledge and ignorance in and around her teaching, I posit possibilities for ethnography that engage with queer theory to understand the construction and effects of practices. 相似文献
999.
Susan A. Capel 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):281-289
The early years of a teacher's career have been recognized as being stressful. Some of the causes of anxiety may be the same as for experienced teachers ‐ e.g. concern with discipline, motivating pupils, dealing with individual differences ‐ but some may be unique to inexperienced teachers ‐ e.g. concern about classroom management. This study looked at causes of anxiety in 104 physical education teachers in their first or second year of teaching, with six or 18 months’ teaching experience respectively, who were administered a questionnaire in February 1991. Results showed that these teachers were relatively anxious about teaching, with most anxiety being caused by assessment by school staff and/or the adviser, followed by how school staff may react to one or more unsuccessful lessons if they should occur. Least anxiety was caused by completing lesson plans in the required form and then co‐operation with the school staff. Factor analysis yielded four factors. These were: Being evaluated, Discipline, Paperwork and Getting on with school staff. Thus most anxiety for teachers at the beginning of their career appeared to result from evaluation of their performance rather than the mechanics of teaching ‐ e.g. classroom management or lesson preparation. 相似文献
1000.
Discourse and the new didactics of scientific literacy 总被引:1,自引:1,他引:0
This study examines ways in which students’ experiences of a culturally‐sensitive curriculum may contribute to their developing sense of ethnic identity. It uses a narrative‐inquiry approach to explore students’ experiences of the interaction of culture and curriculum in a Canadian inner‐city, middle‐school context. It considers ways in which the curriculum may be interpreted as the intersection of the students’ home and school cultures. Teachers, administrators, and other members of the school community made efforts to be accepting of the diverse ethnic, linguistic, and religious backgrounds that students brought to the school. However, examination of students’ experiences of school curriculum events and activities revealed ways in which balancing affiliation to their home cultures while at the same time abiding by expectations of their teachers and peers in their school context could be difficult. The stories highlight ways in which curriculum activities and events may contribute to shaping the ethnic identity of students in ways not anticipated by teachers, administrators, and policy‐makers. 相似文献