首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   892篇
  免费   9篇
  国内免费   1篇
教育   604篇
科学研究   95篇
各国文化   10篇
体育   94篇
文化理论   15篇
信息传播   84篇
  2023年   6篇
  2022年   9篇
  2021年   17篇
  2020年   27篇
  2019年   42篇
  2018年   60篇
  2017年   45篇
  2016年   44篇
  2015年   26篇
  2014年   36篇
  2013年   173篇
  2012年   36篇
  2011年   37篇
  2010年   32篇
  2009年   22篇
  2008年   23篇
  2007年   17篇
  2006年   15篇
  2005年   17篇
  2004年   19篇
  2003年   11篇
  2002年   9篇
  2001年   12篇
  2000年   9篇
  1999年   8篇
  1998年   9篇
  1997年   3篇
  1996年   5篇
  1995年   3篇
  1994年   9篇
  1993年   9篇
  1992年   7篇
  1991年   6篇
  1990年   6篇
  1989年   6篇
  1987年   7篇
  1985年   4篇
  1984年   3篇
  1983年   3篇
  1982年   4篇
  1979年   3篇
  1978年   3篇
  1977年   4篇
  1976年   3篇
  1974年   6篇
  1955年   4篇
  1917年   4篇
  1877年   2篇
  1860年   2篇
  1830年   2篇
排序方式: 共有902条查询结果,搜索用时 15 毫秒
31.
32.
33.
When myths become canonical beliefs within a professional culture, they can have a profound impact on professional practice. In this paper we identify as a pernicious educational myth the belief that the ability to teach well is a naturally occurring innate talent or skill. The first two sections of the paper aim to demonstrate (i) that the concept of the naturally gifted teacher is a myth based on factually incorrect assumptions about expertise development and (ii) that this myth has several major negative implications for professional practices around teaching in academic libraries. We then we draw on the education literature to offer an alternative model for the cultivation of teaching excellence, an instructional design/action research framework that prioritizes ‘deliberative’ practice over innate talent. We close with suggestions for how academic librarians and library administrators can implement this framework within their institutions.  相似文献   
34.
Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N?=?71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements.  相似文献   
35.
36.
Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.  相似文献   
37.
In this study word reading (WR) fluency was used to dichotomously classify 1,598 Dutch children at different cutoffs, indicating (very) poor or (very) good reading performance. Analysis of variance and receiver operating characteristics were used to investigate the effects of rapid automatized naming (RAN) and phonemic awareness (PA) in predicting group membership. The highest predictive values were found for the combination of RAN and PA, particularly for the poorest readers. Furthermore, results indicate that with the severity of impairment, WR is more dominated by deficient PA, which is interpreted as an enduring problem with sublexical processing. Another main result is that with the increase of reading skill, the contribution of PA diminishes, whereas the contribution of RAN remains fairly constant for the whole reading fluency continuum. These results warrant the conclusion that whereas PA hallmarks reading disability, RAN appears to be the default predictor for above-average or excellent reading proficiency.  相似文献   
38.
Instructional Science - A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and...  相似文献   
39.
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (= 11) and non-Indigenous students’ (= 158) wellbeing (= 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing.  相似文献   
40.
Cognitive load measurement is a methodological issue of high importance in all learning settings involving a high perceptual richness, such as virtual and augmented reality. As a result of the growing number of cognitive load measurement methods and surveys, it can be difficult to choose the optimal measurement instrument for learning tasks in perceptually rich environments. Current research suggests that survey-based methods do not necessarily have to be less valid than physiological measures. Furthermore, in several studies, single-item measures of cognitive load have shown a high negative correspondence with learning outcomes. A trend toward a more fine-grained analysis of different components of cognitive load can be observed, but the ability to detect cognitive load depends on selecting an appropriate survey for the specific task. Based on this narrative overview on current developments in cognitive load measurement, recommendations for deciding on a cognitive load measurement method are given.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号