全文获取类型
收费全文 | 2242篇 |
免费 | 34篇 |
国内免费 | 4篇 |
专业分类
教育 | 1720篇 |
科学研究 | 121篇 |
各国文化 | 32篇 |
体育 | 138篇 |
文化理论 | 23篇 |
信息传播 | 246篇 |
出版年
2023年 | 12篇 |
2022年 | 14篇 |
2021年 | 32篇 |
2020年 | 50篇 |
2019年 | 80篇 |
2018年 | 119篇 |
2017年 | 100篇 |
2016年 | 93篇 |
2015年 | 60篇 |
2014年 | 77篇 |
2013年 | 470篇 |
2012年 | 70篇 |
2011年 | 80篇 |
2010年 | 66篇 |
2009年 | 58篇 |
2008年 | 67篇 |
2007年 | 66篇 |
2006年 | 54篇 |
2005年 | 51篇 |
2004年 | 32篇 |
2003年 | 31篇 |
2002年 | 43篇 |
2001年 | 31篇 |
2000年 | 29篇 |
1999年 | 30篇 |
1998年 | 25篇 |
1997年 | 25篇 |
1996年 | 24篇 |
1995年 | 19篇 |
1994年 | 34篇 |
1993年 | 39篇 |
1992年 | 23篇 |
1991年 | 20篇 |
1990年 | 25篇 |
1989年 | 19篇 |
1988年 | 6篇 |
1987年 | 15篇 |
1986年 | 16篇 |
1985年 | 16篇 |
1984年 | 10篇 |
1983年 | 11篇 |
1982年 | 12篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 13篇 |
1977年 | 11篇 |
1976年 | 6篇 |
1975年 | 9篇 |
1974年 | 14篇 |
排序方式: 共有2280条查询结果,搜索用时 31 毫秒
101.
102.
Alexander J. Carroll Kevin Michael Klipfel 《The Journal of Academic Librarianship》2019,45(2):110-118
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
103.
Jane O'Dea 《Educational theory》2015,65(4):405-421
School shootings publicized worldwide inevitably awaken the debate about contemporary communication media and violence. It is often conjectured that regular exposure of young people to countless acts of aggression in contemporary popular media leads them to become more aggressive and, in some cases, to commit violent crimes. But is this claim valid? Media guru Marshall McLuhan argues that it is not so much the content of such media that incites aggressive actions as the sociostructural conditions they bring into being. In this article, Jane O'Dea draws on the cultural context of postmodernity and on Jean Baudrillard's thought to explore and critically assess the validity of the linkage McLuhan proposes, identifying the kinds of questions, inquiries, and educational implications it potentially raises. 相似文献
104.
Frances Hoyte Jane Torr Sheila Degotardi 《International Journal of Early Years Education》2015,23(1):17-30
Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is realised is through linguistic expressions which allow speakers to moderate the degree of certainty about the truth of propositions (expressions of possibility) and the degree of necessity with respect to proposals (expressions of obligation). No research has explored the relationship between friendship and children's use of modality. This paper reports on the use of both types of modal expression during play between five- and six-year-old children in two friendship contexts. Results showed that possibility expressions occurred at similar rates in both contexts while obligation expressions occurred significantly more often in play in high-level friendships than in low-level friendships. Findings suggest that in high-level friendships modality was used cohesively to create and extend pretend play, whereas in low-level friendships it was used to regulate behaviour. Because modal expressions are important resources for managing interpersonal relationships, for talking about ideas and situations beyond the here and now and for writing for a non-present audience, our findings provide valuable insights for educators of young children. 相似文献
105.
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
106.
107.
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
108.
The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed. 相似文献
109.
Barry J. A. de Groot Kees P. van den Bos Alexander E. M. G. Minnaert Bieuwe F. van der Meulen 《Scientific Studies of Reading》2015,19(2):166-181
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
110.
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