全文获取类型
收费全文 | 1356篇 |
免费 | 34篇 |
专业分类
教育 | 1082篇 |
科学研究 | 53篇 |
各国文化 | 19篇 |
体育 | 50篇 |
文化理论 | 3篇 |
信息传播 | 183篇 |
出版年
2023年 | 4篇 |
2022年 | 9篇 |
2021年 | 14篇 |
2020年 | 25篇 |
2019年 | 33篇 |
2018年 | 47篇 |
2017年 | 53篇 |
2016年 | 55篇 |
2015年 | 41篇 |
2014年 | 40篇 |
2013年 | 342篇 |
2012年 | 46篇 |
2011年 | 59篇 |
2010年 | 35篇 |
2009年 | 31篇 |
2008年 | 46篇 |
2007年 | 30篇 |
2006年 | 35篇 |
2005年 | 34篇 |
2004年 | 29篇 |
2003年 | 21篇 |
2002年 | 29篇 |
2001年 | 20篇 |
2000年 | 12篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 34篇 |
1995年 | 16篇 |
1994年 | 22篇 |
1993年 | 26篇 |
1992年 | 18篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 10篇 |
1985年 | 8篇 |
1984年 | 11篇 |
1983年 | 8篇 |
1982年 | 9篇 |
1981年 | 7篇 |
1980年 | 10篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有1390条查询结果,搜索用时 15 毫秒
31.
Linda Dickey Linda Jaco Margaret Williams Nancy Sager Tany Slay 《International Journal of Disability, Development & Education》1983,30(3):185-189
The Behavior Intervention Centres are part of the Houston Independent School District's (HISD) Special Education Department. Their purpose is to provide educational services to elementary and secondary students, aged 3 through 21, who exhibit either severely aggressive or severely withdrawn behaviours. This article describes a formalized follow‐up service considered by the authors to be a critical component of the BIC program. 相似文献
32.
Synthesis of Materials is regarded as an important core subject in engineering education. However, many concepts and knowledge in the material synthesis can be rather abstract and difficult to understand by the student learners. Experiments are limited in scope due to lack of equipment, control of toxic materials, and risks of chemical reactions, which often restricts student imagination and student involvement in practical training. These reasons often led to poor learning attitude and learning performance among the students. Rapid developments in Cloud technology and mobile devices have provided new opportunities for developing novel learning tools for material synthesis. This study aims to introduce interest factors as a strategy for promoting learning interest and practical skills among the students. Chemical symbols, experimental themes, texts, and interactive elements were utilized to develop a theme-based Mobile Learning APP for teaching the practical techniques of material synthesis. The Mobile Learning APP was then integrated into a problem-based learning activity. A quasi-experimental design was used to investigate the resulting learning effectiveness from using the developed Mobile Learning APP. Results show that the Mobile Learning APP provided a significant positive effect on learning performance and that most students showed favorable attitudes toward the usage of the mobile learning system. 相似文献
33.
34.
It would seem a foregone conclusion that early childhood program directors need a knowledge base in child development if they are to establish credibility in their role as directors (Kuykendall, 1990). The general assumption, then, is that directors' client base is young children. However, early childhood program directors in their daily experiences deal with opposite ends of the development continuum from children to adults.Sharon L. Wooden is Professor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces, NM. Nancy E. Baptiste is Coordinator, Child Development Associate Program, New Mexico State University, Las Cruces. 相似文献
35.
36.
Nancy L. Williams Karen H. Larwin 《Journal of Research on Technology in Education》2016,48(3):143-158
This study explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by performance on the Ohio Graduation Test (OGT). The sample included 24 treatment schools that were individually paired with a similar control school. An interrupted time series methodology was deployed to examine OGT data over a period of 5 to 8 years. Overall student performance and content-specific achievement in math, reading, science, social studies, and writing were not significantly affected by the introduction of 1:1 computing. Treatment schools using a netbook device produced the greatest overall change in scores. 相似文献
37.
Roberts J. Kyle Henson Robin K. Tharp Barbara Z. Moreno Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213
Journal of Science Teacher Education - 相似文献
38.
Krilowicz B Johnston W Sharp SB Warter-Perez N Momand J 《CBE life sciences education》2007,6(1):74-83
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI. 相似文献
39.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
40.
Nancy L. Halliday Mary B. Moon Daniel L. O'Donoghue Britta M. Thompson Sheila M. Crow 《Anatomical sciences education》2019,12(4):399-406
The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation. 相似文献