全文获取类型
| 收费全文 | 750篇 |
| 免费 | 23篇 |
专业分类
| 教育 | 589篇 |
| 科学研究 | 37篇 |
| 各国文化 | 22篇 |
| 体育 | 39篇 |
| 综合类 | 1篇 |
| 文化理论 | 8篇 |
| 信息传播 | 77篇 |
出版年
| 2023年 | 3篇 |
| 2022年 | 4篇 |
| 2021年 | 8篇 |
| 2020年 | 17篇 |
| 2019年 | 22篇 |
| 2018年 | 19篇 |
| 2017年 | 24篇 |
| 2016年 | 20篇 |
| 2015年 | 19篇 |
| 2014年 | 29篇 |
| 2013年 | 178篇 |
| 2012年 | 21篇 |
| 2011年 | 18篇 |
| 2010年 | 14篇 |
| 2009年 | 18篇 |
| 2008年 | 18篇 |
| 2007年 | 15篇 |
| 2006年 | 19篇 |
| 2005年 | 21篇 |
| 2004年 | 17篇 |
| 2003年 | 13篇 |
| 2002年 | 20篇 |
| 2001年 | 6篇 |
| 1999年 | 9篇 |
| 1998年 | 5篇 |
| 1997年 | 7篇 |
| 1996年 | 9篇 |
| 1995年 | 13篇 |
| 1994年 | 3篇 |
| 1993年 | 10篇 |
| 1992年 | 7篇 |
| 1991年 | 10篇 |
| 1990年 | 10篇 |
| 1989年 | 16篇 |
| 1988年 | 17篇 |
| 1987年 | 7篇 |
| 1986年 | 7篇 |
| 1985年 | 8篇 |
| 1984年 | 11篇 |
| 1983年 | 5篇 |
| 1982年 | 8篇 |
| 1981年 | 4篇 |
| 1980年 | 8篇 |
| 1979年 | 4篇 |
| 1978年 | 11篇 |
| 1977年 | 6篇 |
| 1976年 | 7篇 |
| 1975年 | 6篇 |
| 1974年 | 7篇 |
| 1973年 | 3篇 |
排序方式： 共有773条查询结果，搜索用时 218 毫秒
81.
Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(2):116-118
82.
83.
Rats were trained in a two-lever operant chamber to discriminate the presence versus the absence of a drug. During drug sessions, the training procedure involved reinforcing presses on lever 1 with saccharin-sweetened water but not reinforcing presses on lever 2. During no-drug sessions, only presses on lever 2 were reinforced. After this discrimination was learned, each rat was trained to discriminate presence versus absence of a second drug. All rats learned this second discrimination. Finally, the rats were tested to determine whether they could still discriminate the first drug, as well as other pharmacologically related compounds; most rats could. Training drugs were phenobarbital 30–35, nicotine 0.4, amphetamine 0.4, cyproheptadine 7, phencyclidine 4, cyclazocine 1.5, fentanyl 0.04, and scopolamine 0.2 mg/kg. The results indicate that drug versus no-drug discrimination training does not disrupt discriminative control previously established with a different drug. When considered in combination with the results obtained during substitution tests conducted after drug-versus-no-drug training, the data suggest that, instead of discriminating drug cues versus no-drug cues, rats discriminate presence versus absence of particular drug cues. 相似文献
84.
Sherria L. Hoskins Stephen E. Newstead Ian Dennis 《Assessment & Evaluation in Higher Education》1997,22(3):317-328
The computerised records of a large university were analysed in an attempt to determine which variables served as predictors of degree performance. Age was a powerful predictor: mature students gained better degrees on average than younger students; and mature students with non‐traditional qualifications obtained the best degrees of all. Gender, year of graduation, and type of qualification were weak predictors of performance, but degree classifications were found to differ significantly across disciplines. The results are broadly consistent with previous studies, and suggest that opening access to mature students and to those with non‐traditional qualifications has not led to any diminution of standards. However, variations between disciplines and, in national statistics, between different years, suggest that steps may need to be taken to standardise degree classifications. 相似文献
85.
Three studies are reported which investigated the existence of sex bias in the marking of undergraduate degrees. Study 1 failed to find any evidence that females were marked less extremely than males by second markers, as has been found in previous research. Study 2 found that marker disagreements were not resolved upwards more frequently for male candidates, again contradicting the results of some previous research. Study 3 failed to find any of the expected differences between an institution using blind marking and one using non‐blind procedures. In the light of this negative evidence and of the confusing picture presented by. previous research, it is concluded that there is little firm evidence for sex bias in marking. Despite this, it is likely that there will be increasing pressure to adopt blind marking in the future. 相似文献
86.
This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely ‘whole-class teaching’, ‘self-directed group work’ and ‘teacher-supported group work’ groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students’ scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky’s zone of proximal development framework. Group work learning is also found to be most effective when teachers play a role in navigating students during the joint construction of conceptual knowledge. 相似文献
87.
88.
89.
90.
Curt Dudley-Marling Dennis Searle 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(1):41-46
There has been a rapid increase in the availability of computer assisted instruction (CAI) software for teaching oral language skills. Despite the growing popularity of CAI in education, such an approach to language teaching fragments and isolates language learning from the context of its use and conflicts with current theory and research in language development and learning. The greatest potential for microcomputers in language learning may be as a medium for increasing student opportunities for using language by bringing students and teachers together around a shared activity. 相似文献