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921.
Baumsteiger Rachel Hoffmann Jessica D. Castillo-Gualda Ruth Brackett Marc A. 《Learning Environments Research》2022,25(2):465-483
Learning Environments Research - We investigated the impact of RULER—an evidence-based approach to social and emotional learning—on school climate. Students and teachers from 37 Mexican... 相似文献
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Helen H. Raikes Lori A. Roggman Carla A. Peterson Jeanne Brooks-Gunn Rachel Chazan-Cohen Xiaoyun Zhang Rachel F. Schiffman 《Early childhood research quarterly》2014
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs. 相似文献
923.
Andrew Zucker Rachel Kay Carolyn Staudt 《Journal of Science Education and Technology》2014,23(3):441-457
Graphs are commonly used in science, mathematics, and social sciences to convey important concepts; yet students at all ages demonstrate difficulties interpreting graphs. This paper reports on an experimental study of free, Web-based software called SmartGraphs that is specifically designed to help students overcome their misconceptions regarding graphs. SmartGraphs allows students to interact with graphs and provides hints and scaffolding to help students, if they need help. SmartGraphs activities can be authored to be useful in teaching and learning a variety of topics that use graphs (such as slope, velocity, half-life, and global warming). A 2-year experimental study in physical science classrooms was conducted with dozens of teachers and thousands of students. In the first year, teachers were randomly assigned to experimental or control conditions. Data show that students of teachers who use SmartGraphs as a supplement to normal instruction make greater gains understanding graphs than control students studying the same content using the same textbooks, but without SmartGraphs. Additionally, teachers believe that the SmartGraphs activities help students meet learning goals in the physical science course, and a great majority reported they would use the activities with students again. In the second year of the study, several specific variations of SmartGraphs were researched to help determine what makes SmartGraphs effective. 相似文献
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Jeffry Mallow Helge Kastrup Fred B. Bryant Nelda Hislop Rachel Shefner Maria Udo 《Journal of Science Education and Technology》2010,19(4):356-369
We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national
components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students
at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment
program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality,
gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science. 相似文献
925.
This study investigated whether intuitive, naive conceptions of “living things” based on objects’ mobility (movement = alive)
persist into adolescence and affect 10th graders’ accuracy of responses and reaction times during object classification. Most
of the 58 students classified the test objects correctly as living/nonliving, yet they demonstrated significantly longer reaction
times for classifying plants compared to animals and for classifying dynamic objects compared to static inanimate objects.
Findings indicated that, despite prior learning in biology, the intuitive conception of living things persists up to age 15–16 years,
affecting related reasoning processes. Consideration of these findings may help educators in their decisions about the nature
of examples they use in their classrooms. 相似文献
926.
Rachel L. Kendal Deborah M. Custance Jeremy R. Kendal Gillian Vale Tara S. Stoinski Nirina Lalaina Rakotomalala Hantanirina Rasamimanana 《Learning & behavior》2010,38(3):220-234
Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative
explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared
with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time,
we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented
by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our
evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox
for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in
particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from
http://lb.psychonomic-journals.org/content/supplemental. 相似文献
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Magnetic compass orientation in C57BL/6J mice 总被引:1,自引:0,他引:1
We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one
of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest
box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four
magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic
direction coinciding with the dark end of the training cage. 相似文献