全文获取类型
收费全文 | 671篇 |
免费 | 37篇 |
专业分类
教育 | 538篇 |
科学研究 | 20篇 |
各国文化 | 36篇 |
体育 | 29篇 |
文化理论 | 4篇 |
信息传播 | 81篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 8篇 |
2020年 | 18篇 |
2019年 | 22篇 |
2018年 | 41篇 |
2017年 | 36篇 |
2016年 | 46篇 |
2015年 | 35篇 |
2014年 | 26篇 |
2013年 | 149篇 |
2012年 | 16篇 |
2011年 | 18篇 |
2010年 | 15篇 |
2009年 | 15篇 |
2008年 | 15篇 |
2007年 | 15篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 8篇 |
2003年 | 16篇 |
2002年 | 11篇 |
2001年 | 10篇 |
2000年 | 18篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 13篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1928年 | 2篇 |
1926年 | 3篇 |
1859年 | 2篇 |
排序方式: 共有708条查询结果,搜索用时 15 毫秒
81.
82.
Karen Kurotsuchi Inkelas William J. Zeller Rena K. Murphy Mary L. Hummel 《About Campus》2006,10(6):10-16
Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story. 相似文献
83.
William K Cross Peter J Murphy 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):41-51
Demands for accountability, tighter fiscal policies and political pressures required many post-secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education. 相似文献
84.
A Motivated Exploration of Motivation Terminology 总被引:1,自引:0,他引:1
The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help of experts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of terminology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived several interpretations, extracted conceptual definitions, and overviewed specific conceptual issues relevant to emerging trends in motivation terminology. Finally, implications for future research and practice are forwarded. Copyright 2000 Academic Press. 相似文献
85.
86.
Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations. 相似文献
87.
88.
Molly Weinburgh 《科学教学研究杂志》1995,32(4):387-398
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested. 相似文献
89.
Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys 下载免费PDF全文
Amanda M. Dettmer Ashley M. Murphy Denisse Guitarra Emily Slonecker Stephen J. Suomi Kendra L. Rosenberg Melinda A. Novak Jerrold S. Meyer Katie Hinde 《Child development》2018,89(2):525-538
Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk. 相似文献
90.
Various experiments in distance continuing professional education via satellite in the Canadian province of British Columbia are described. The great distances separating the small scattered communities of the province make such a means of educational delivery’ essential; however, many professional educators have expressed doubts as to the real effectiveness of distance education programmes. The conclusion of the authors is that distance education degree programmes, backed by the latest communication technologies, are pedagogically effective and a major means to democratize access to higher education in difficult environments. These programmes definitely represent the wave of the future. 相似文献