全文获取类型
收费全文 | 17423篇 |
免费 | 252篇 |
国内免费 | 25篇 |
专业分类
教育 | 12290篇 |
科学研究 | 1523篇 |
各国文化 | 254篇 |
体育 | 1616篇 |
综合类 | 9篇 |
文化理论 | 224篇 |
信息传播 | 1784篇 |
出版年
2022年 | 95篇 |
2021年 | 143篇 |
2020年 | 267篇 |
2019年 | 383篇 |
2018年 | 527篇 |
2017年 | 562篇 |
2016年 | 505篇 |
2015年 | 372篇 |
2014年 | 450篇 |
2013年 | 3480篇 |
2012年 | 422篇 |
2011年 | 420篇 |
2010年 | 373篇 |
2009年 | 344篇 |
2008年 | 446篇 |
2007年 | 398篇 |
2006年 | 364篇 |
2005年 | 340篇 |
2004年 | 299篇 |
2003年 | 346篇 |
2002年 | 304篇 |
2001年 | 284篇 |
2000年 | 275篇 |
1999年 | 262篇 |
1998年 | 173篇 |
1997年 | 181篇 |
1996年 | 222篇 |
1995年 | 197篇 |
1994年 | 211篇 |
1993年 | 178篇 |
1992年 | 264篇 |
1991年 | 252篇 |
1990年 | 237篇 |
1989年 | 228篇 |
1988年 | 191篇 |
1987年 | 187篇 |
1986年 | 204篇 |
1985年 | 208篇 |
1984年 | 169篇 |
1983年 | 204篇 |
1982年 | 177篇 |
1981年 | 182篇 |
1980年 | 171篇 |
1979年 | 239篇 |
1978年 | 164篇 |
1977年 | 152篇 |
1976年 | 151篇 |
1975年 | 105篇 |
1974年 | 115篇 |
1972年 | 86篇 |
排序方式: 共有10000条查询结果,搜索用时 546 毫秒
991.
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. 相似文献
992.
Aubuchon-Endsley NL Grant SL Berhanu G Thomas DG Schrader SE Eldridge D Kennedy T Hambidge M 《Child development》2011,82(4):1238-1251
Male and female infants from rural Ethiopia were tested to investigate relations among hemoglobin (Hb), anthropometry, and attention. A longitudinal design was used to examine differences in attention performance from 6 (M = 24.9 weeks, n = 89) to 9 months of age (M = 40.6 weeks, n = 85), differences hypothesized to be related to changes in iron status and growth delays. Stunting (length‐for‐age z scores < ?2.0) and attention performance, t(30) = ?2.42, p = .022, worsened over time. Growth and Hb predicted attention at 9 months, R2 = .15, p < .05, but not at 6. The study contributes to the knowledge base concerning the relations among Hb, early growth, and attention. 相似文献
993.
David F. Labaree 《Educational theory》2011,61(6):621-632
In this essay David Labaree explores the historical and sociological elements that have made educational researchers dependent on statistics. He shows that educational research as a domain, with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing, fits the pattern in which weak professions have been most likely to adopt quantification. One problem with educational researchers' seduction by the quantitative turn is that it deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, educational policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the classroom function effectively. Quantification, Labaree suggests, may be useful for the professional interests of educational researchers, but it can be devastating for school and society. 相似文献
994.
995.
996.
A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored. 相似文献
997.
David Pepper 《European Journal of Education》2011,46(3):335-353
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice. 相似文献
998.
Joseph G. Eisenhauer 《Teaching Statistics》2011,33(2):38-42
This note shows how some density functions for continuous probability distributions can be constructed in a transparent manner to help students appreciate their development. 相似文献
999.
1000.