全文获取类型
收费全文 | 5755篇 |
免费 | 412篇 |
专业分类
教育 | 4894篇 |
科学研究 | 530篇 |
各国文化 | 90篇 |
体育 | 99篇 |
综合类 | 7篇 |
文化理论 | 66篇 |
信息传播 | 481篇 |
出版年
2022年 | 3篇 |
2021年 | 45篇 |
2020年 | 49篇 |
2019年 | 107篇 |
2018年 | 163篇 |
2017年 | 243篇 |
2016年 | 258篇 |
2015年 | 271篇 |
2014年 | 215篇 |
2013年 | 1006篇 |
2012年 | 279篇 |
2011年 | 312篇 |
2010年 | 236篇 |
2009年 | 152篇 |
2008年 | 211篇 |
2007年 | 147篇 |
2006年 | 128篇 |
2005年 | 763篇 |
2004年 | 537篇 |
2003年 | 330篇 |
2002年 | 160篇 |
2001年 | 96篇 |
2000年 | 63篇 |
1999年 | 59篇 |
1998年 | 26篇 |
1997年 | 21篇 |
1996年 | 33篇 |
1995年 | 33篇 |
1994年 | 19篇 |
1993年 | 19篇 |
1992年 | 20篇 |
1991年 | 17篇 |
1990年 | 31篇 |
1989年 | 13篇 |
1988年 | 15篇 |
1987年 | 18篇 |
1986年 | 10篇 |
1985年 | 12篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 9篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1969年 | 2篇 |
排序方式: 共有6167条查询结果,搜索用时 250 毫秒
961.
The performance of a group of third‐year higher diploma students from the Department of Hotel & Tourism in a simulation training exercise was assessed separately by the tutor and peer group, using an identical checklist. Ninety‐six pairs of tutor and peer group assessment marks were obtained and compared. Results showed that there was some degree of agreement between tutor and peer group markings, although the level of congruence was somewhat less than reported in earlier studies. However, when the tutor and peer group average marks were converted to grades, agreement was found in only 46.9% of the cases and the level of agreement between the two gradings was not statistically significant. Significant differences were also found in the variability of tutor and peer group markings. Furthermore, there were indications that peer group markings tended to be more stringent than tutor markings in the higher mark range, but relatively more lenient in the lower mark range. This trend was particularly obvious when the tutor and peer group marks were converted into grades. Implications of the findings are also discussed. 相似文献
962.
This paper will report on the development of a research program by a group of science educators at Kristianstad University, which has its roots in a longitudinal study I conducted concerning students’ developing understandings of ecological processes. Following the insights generated in this first study concerning the nature of student understandings, and the potential of the longitudinal design, a research group has developed at Kristianstad which has extended this work into related areas. This paper will describe my own work and its development, and link it with three projects that use a longitudinal design, which we have subsequently undertaken and in some cases completed. The emphasis within the paper will be on the findings generated by these studies on student learning and response to science, and the particular features of the longitudinal design that allow such insights to emerge. The paper will explore patterns of change, and continuity, as a way of appreciating the particular contributions of longitudinal studies. 相似文献
963.
This study attempted to identify risk factors that are implicated in the body dissatisfaction of college women and the factors that may facilitate effective prevention and treatment efforts. Data collected from 215 female college students indicated that participants with (a) greater physical self‐concept, (b) less drive for thinness, and (c) greater social self‐esteem manifested less body dissatisfaction. 相似文献
964.
To be successful, an instructional video presentation needs to be effective, valued, liked and efficient, and educationalists and designers should strive (explicitly and implicitly) to satisfy these criteria. In the interests of optimum teaching effect, a didactical distinction is recommended between video presentations that have to ‘instruct’, ‘explain’, ‘tell’ and ‘let encounter’. A schema or frame of reference is proposed, the use of which (it is claimed) can help to optimise communication between video producer, teacher and instructional designer 相似文献
965.
Janet Soler Corresponding author Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54
In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old. 相似文献
966.
Privatisation,Decentralisation and Education in the United Kingdom: The Role of the State 总被引:1,自引:0,他引:1
David?TurnerEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):347-357
Since the early 1950s, the axis centralisation–decentralisation, especially as thematised in the work of Isaac Kandel, has represented a major focus of comparative studies in education. Kandel argued that issues relating to the internal conduct of the classroom (interna ) should, so far as possible, be decentralised, while issues relating to administration, school structure and organisation of the educational system (externa ) might safely be centralised. After 1988, successive governments in the United Kingdom have undertaken reforms which have placed more central control on the curriculum and even methods of teaching (interna ), while school finance and administration (externa ) have been devolved to the school level. The present essay argues that a simplistic approach to centralisation and decentralisation is not likely to be fruitful. Instead, we should acknowledge the role of the State in creating a permissive framework for educational systems. Local action can then be seen as part of a policy accommodating or resisting the implications of that framework. 相似文献
967.
Aidan Chambers’ Breaktime (1978) is famous for its unique narrative style and sexual content. This focus has obscured another significant aspect of the novel: the role of social class in Breaktime and Chambers’ working-class background have rarely been explored. Chambers was an example of what Richard Hoggart calls “the scholarship boy,” a working-class boy educated in a grammar school in mid-twentieth-century Britain. In this article, Haru Takiuchi argues that Chambers’ scholarship-boy experiences are crucial for understanding Breaktime. For his analysis of the cultural and psychological aspects of class that concern representations of scholarship boys in British children’s literature of the 1960s and 1970s, he draws on Pierre Bourdieu’s theory of class habitus, more focused studies of class in Britain and research into the experiences of scholarship boys. Using material from the author’s archive supplemented with interviews, Haru Takiuchi highlights Chambers’ unique representation of the scholarship boy and social class in the book. 相似文献
968.
969.
Peter L. Ignacio Merilee McCurdy Jada White Madeline B. Auge Christopher H. Skinner Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments. 相似文献
970.
Children served by school psychologists are frequently impacted by natural disasters. In the United States, tornadoes are a particular threat but have been studied very little. The current investigation developed a scale for assessing posttraumatic stress disorder (PTSD) in children in Kindergarten to Grade 6 impacted by a severe tornado. Six factors were found: Avoidance, Re‐experiencing, Interpersonal Alienation, Interference with Daily Functioning, Physical Symptoms/Anxiety, and Foreshortened Future. Prevalence rates for PTSD symptomology ranged from 34 to 44% for factor scores and 41% for meeting all three Diagnostic and Statistical Manual of Mental Disorder, fourth edition‐text revision (DSM‐IV‐TR; American Psychiatric Association, 2000) criteria; 40% indicated no symptoms. Children's fear during the tornado and damage to their school were related to many factor scores. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 283–295, 2006. 相似文献