全文获取类型
收费全文 | 2837篇 |
免费 | 42篇 |
国内免费 | 5篇 |
专业分类
教育 | 2052篇 |
科学研究 | 197篇 |
各国文化 | 36篇 |
体育 | 355篇 |
综合类 | 6篇 |
文化理论 | 61篇 |
信息传播 | 177篇 |
出版年
2023年 | 23篇 |
2022年 | 51篇 |
2021年 | 84篇 |
2020年 | 115篇 |
2019年 | 179篇 |
2018年 | 218篇 |
2017年 | 212篇 |
2016年 | 188篇 |
2015年 | 124篇 |
2014年 | 149篇 |
2013年 | 580篇 |
2012年 | 170篇 |
2011年 | 104篇 |
2010年 | 80篇 |
2009年 | 68篇 |
2008年 | 68篇 |
2007年 | 62篇 |
2006年 | 42篇 |
2005年 | 45篇 |
2004年 | 38篇 |
2003年 | 28篇 |
2002年 | 45篇 |
2001年 | 19篇 |
2000年 | 18篇 |
1999年 | 8篇 |
1998年 | 15篇 |
1997年 | 8篇 |
1996年 | 17篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 11篇 |
1991年 | 8篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1975年 | 2篇 |
1966年 | 2篇 |
1963年 | 5篇 |
1960年 | 4篇 |
1959年 | 4篇 |
1953年 | 1篇 |
1892年 | 1篇 |
排序方式: 共有2884条查询结果,搜索用时 15 毫秒
991.
This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum‐Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795–806, 2007. 相似文献
992.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
993.
Rafael García-Ros Francisco Pérez-González Francisco Cavas-Martínez José M. Tomás 《教育心理学》2018,38(4):451-469
Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students. 相似文献
994.
紫外光照射3-氨基-2-卤代-2-烯亚胺生成3-卤代喹啉,该反应对氯代衍生物是定量反应(>95%),溴代和碘代喹啉可以较高产率从反应粗产物中容易地分离出来,由于这一反应温和、简便、干净和快速,我们预期这一反应过程将被广泛应用。 相似文献
995.
In this study we compare the distribution of parental educational styles and the scores reported both by parents and students for various family characteristics (acceptance, control, involvement, and expectations) and socio‐demographic factors (socio‐economic status, family structure, number of children, and order of birth of the children) in a group of adolescents with normal achievement (n?=?105) and in a group which present low achievement (n?=?205). Likewise, we examine which variables best predict academic achievement in the two groups and of adolescents. The results indicate differences in the distribution of parental styles in the two groups for the majority of the variables analysed. We also observed a differential pattern in the prediction of academic success. In the group of adolescents with normal academic achievement, socio‐demographic variables better predict achievement; for students with low achievement, family variables play a more important role in predicting achievement. 相似文献
996.
997.
Basic to the struggle for educational equity and academic achievement is the role of the teacher. Central to how a teacher's role is enacted is the preparation a teacher receives, largely defined by teacher certification standards and impacted by legislation such as Proposition 227. In California, where one of four students enrolling in school is an English language learner, and 90% of the teachers are monolingual English speakers, the preparation prospective teachers receive becomes glaringly critical. This article examines how the anti-immigrant legislation affects teacher (mis)preparation by forcing teachers to regress to passive roles emphasizing standards-driven, technical, one-size-fits-all approaches in addressing the complex educational needs of English language learners. A bilingual teacher educator shares her attempts to humanize the teacher's role by engaging her students in critical examinations of schooling and their role as teachers. 相似文献
998.
The research presented in this article concerns la Agencia Española de Cooperación Internacional (Spanish Agency for International Cooperation—AECI) and its growing presence in Latin America since the late 1990s. The aim is to evaluate the transformative potential that bilateral funding can have on educational reform in the region. The article starts with a brief history of Spain’s past and present strategies for educational initiatives in Latin America, and then it focuses on three of AECI’s successful projects: basic and adult literacy; gender mainstreaming in development projects; and multicultural and bilingual education. The article explains the effectiveness of Spanish-sponsored projects in Latin America and compares their strategies with those of other bilateral and multilateral donors, such as PREAL. The article concludes by analysing multi-sectoral development efforts that are the foundation of educational strategies sponsored with Spanish funds, based on the grounds that elimination of poverty will not result from projects that focus exclusively on the individual or the family, but rather from those at the community level. AECI’s efforts are directed at cultivating internal capacities already present in the communities through training human resources and deploying financial resources. 相似文献
999.
Isabel Hilliger Margarita Ortiz-Rojas Paola Pesántez-Cabrera Eliana Scheihing Yi-Shan Tsai Pedro J. Muñoz-Merino Tom Broos Alexander Whitelock-Wainwright Dragan Gašević Mar Pérez-Sanagustín 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):915-937
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption. 相似文献
1000.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献