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A common problem in education is getting students to cooperate effectively in groups during learning. Because interdisciplinary research has established that cooperation is sensitive to specific contextual factors such as reciprocity, friendship and benefit, similar factors could be shaping student interactions in contemporary classroom environments. The present article reports an initial investigation of this idea by examining how student perceptions of their classroom environment relate to their willingness to expend energy and resources on classmates (through helping). This was accomplished through the structural equation modeling of survey data collected from 845 undergraduate life sciences students from 41 laboratory classrooms at a research-intensive university. Characteristics of the classroom social environment previously associated with benefits in other contexts also predicted (reciprocity β = 0.576; friendship β = 0.156) the educational benefit that students perceive as coming from their classmates. This perceived benefit in turn was highly associated (β = 0.605) with student willingness to expend resources on classmates (i.e. their prosocial disposition). Also both reciprocity (β = 0.298) and perceived benefit (β = 0.403) concurrently predict a student’s support for enforcing cooperation in the classroom. Potential insights into the contribution of classroom social environment to student dispositions towards cooperation are discussed. 相似文献
84.
Allan Jeong Haiying Li Andy Jiaren Pan 《Educational technology research and development : ETR & D》2017,65(5):1175-1194
Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions. 相似文献
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Marc Stadtler 《教育心理学家》2017,52(3):225-231
This special issue presents an outstanding overview of theoretical models of multiple text comprehension. The goal of this commentary is to synthesize insights from the four models and identify recurring themes. In so doing, I outline skills needed by the proficient reader emphasizing the importance of adaptivity. I conclude with an outlook on potentials of and barriers to promoting the skills of multiple document comprehension in a sustainable way. 相似文献
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The aim of the present study was to further validate the Parental Stress Index (PSI; Abidin, 1990) which claims to measure distinct sources of stress related to the parent and the child. Two hundred and forty five mothers completed the French version of the PSI and other questionnaires including the DAS (Spanier, 1976), the CBCL (Achenbach & Edelbrock, 1981) and the BDI (Beck, et al., 1961). A subsample of 218 mothers and their preschoolers were also directly observed during a problem solving task in the laboratory. In general, regression analyses indicated that both parent and child scales contributed significantly and independently to the prediction of marital adjustment, depression, the child's problems as reported by the mother and behaviors observed in the laboratory. As expected, the parent's scale when entered first explained most of the variance for factors related to the mother, such as marital adjustment (29%) and depression (45%), and the child's scale obtained no significant results when entered last. Moreover, the child's scale contributed over and above the parent's scale in predicting the child's difficulties (12%) as reported by the mother, and accounted for all the variance when entered first (31%). Intriguingly, results showed that the child scale significantly predicted mother and child behavior in the laboratory situation, but the parent scale contributed to the explained variance only when entered first. In general, these results suggest that the two main factors of the PSI represent valid and relatively independent sources of information. Considering clinical and research applications, the PSI may be particularly useful in assessing combinations of stressors, which appear to be specifically harmful for the parent-child relationship. 相似文献
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At 9 or 11 days of age, separate groups of Swiss-Webster mice received 12, 24, or 40 training trials to the goal opposite their first-trial choice in a shock-escape T-maze task. All groups were retested to the same goal for 25 trials 24 h following training, while maturation controls without prior exposure were trained to the goal opposite their first choice. All groups demonstrated increased escape proficiency during original training on two separate escape components: reaching the choice point and making the correct turn at the choice point. During retention testing, all groups at both ages exhibited better escape performance in terms of reaching the choice point than their maturation controls. However, when escape was measured in terms of choice, none of the groups trained at 9 days of age differed significantly from maturation controls when retested at 10 days of age. In contrast, retention of correct choice point turn varied directly with number of original training trials for mice trained at 11 days of age. 相似文献
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Alison Edgley Theodore Stickley Stephen Timmons Andy Meal 《Journal of Further & Higher Education》2016,40(3):316-330
This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix. 相似文献