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551.
Julia Ryan Samantha Ross Rebecca Reyes Stacey Kosmerly Maria Rogers 《Emotional and Behavioural Difficulties》2016,21(4):387-402
Despite the many studies that have documented the association between symptoms of ADHD and social difficulties in children and adolescents, few have examined this phenomenon in college students. In addition, the underlying factors contributing to such social difficulties are still poorly understood. We hypothesised that college students with symptoms of ADHD, namely inattention and hyperactivity/impulsivity, would continue to display social behavioural difficulties, and that emotion regulation would play a mediating role in that relationship. Ninety-nine 17–24-year-old college students filled out three questionnaires to assess Inattentive and Hyperactivity/Impulsivity Symptoms, Social Skills, and Emotion Regulation abilities. Analysis revealed that emotion regulation is a significant mediator between Inattentive Symptoms and Social Skills for female students. There was no significant correlation between ADHD symptoms and Social Skills for males. Female college students report social functioning difficulties associated with their inattentive and hyperactive symptoms, and impaired emotion regulation abilities mediate this relationship for inattentive symptoms only. 相似文献
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Jorge M. López Ana Helvia Quintero Wanda Velázquez 《Educational Studies in Mathematics》2004,57(2):291-294
The present article compares Cantoral and Farfan's socio-epistemological approach to mathematics education research (MER)
with approaches of other current constructivist schools (such as emergent and sociocultural constructivism), in which interactionist
and realistic approaches blend together. The theoretical problems of all these perspectives seem to center on the role that
cultural tools are to play in future discourse of the different approaches to MER and identifying a set of problems with common
ground in order to make comparisons possible.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
556.
André Seabra Peter Katzmarzyk Maria José Carvalho Ana Seabra Manuel Coelho-E-Silva Sandra Abreu 《Journal of sports sciences》2016,34(19):1822-1829
Physical activity is important in obesity prevention, but the effectiveness of different physical activity modalities remains to be determined among children. The main purpose of this study was to compare the effects of a 6-month soccer programme and a traditional physical activity programme on changes in body composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status in obese boys. Eighty-eight boys (8–12 years; BMI > +2 standard deviations of WHO reference values) participated in one of three groups: soccer, traditional activity and control. Soccer and traditional activity programmes involved 3 sessions per week for 60–90 min at an average intensity of 70–80% of maximal heart rate. Control group participated in activities of normal daily living. All boys participated in school physical education, two sessions per week of 45–90-min. Measurements were taken at baseline and after 6 months, and included body size and composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status. Physical activity and dietary intake were assessed before and immediately following the intervention. The three groups had similar characteristics at baseline. After 6 months, both intervention groups had significantly lower relative fatness (% fat), waist circumference and total cholesterol, and higher cardiorespiratory fitness, self-esteem, perceived physical competence and attraction to physical activity compared with control group. In conclusion, physical activity interventions over 6 months positively influenced several indicators of health status among obese boys. The results also suggested that soccer has the potential as an effective tool for the prevention and reduction of childhood obesity and associated consequences. 相似文献
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Cruz-Guzmán Marta García-Carmona Antonio Criado Ana M. 《Research in Science Education》2020,50(5):1689-1711
Research in Science Education - This article presents a qualitative study of the type and quality of questions formulated by prospective elementary teachers (PETs) when designing scientific inquiry... 相似文献
559.
Susan M. Widmayer Linda M. Peterson Mary Larner Sharon Carnahan Ana Calderon Judy Wingerd Richard Marshall 《Child development》1990,61(2):410-415
Perinatal and early childhood influences on the development of 66 Haitian-American children were examined as part of an ongoing home visiting program. Although all participants were impoverished, approximately two-thirds lived in an urban setting with some access to social and health services, while one-third lived in a rural farmworkers' community where housing and services were sharply substandard. Measures used to examine the development of infants in these 2 settings included birthweight, household crowding, parental contributions to the child-rearing environment (the HOME), and developmental progress at 12 months on the Bayley Scales of Infant Development. Results showed that the urban sample was advanced on the Mental Development Index of the Bayley Scales. Regression analyses showed birthweight and the HOME score measuring child-rearing environment to be significant predictors of mental development, while psychomotor development was related to birthweight and household crowding. The results indicate that even within this disadvantaged Haitian entrant population, environmental differences exist that influence infant development in subtle but significant ways. 相似文献
560.
Dr. Augustina Reyes 《The Urban Review》1995,27(2):141-158
A Texas urban high school with a 98 percent minority student enrollment was selected to conduct a micro-finance analysis on
site-based at-risk per pupil costs. A process was developed to define site-based state compensatory education (SCE) and to
account for all students receiving direct and indirect state compensatory education services. Program costs data were analyzed
to develop a relationship between full-time equivalent (FTE) state categorical program costs and regular education program
costs. At-risk student background characteristics were defined using a parent home survey, conducted with a sample of twenty
at-risk students and twenty regular education students. The data revealed that 68 percent of the students exhibited one or
more of the state-defined at-risk variables; the highest program costs produced the highest achievement: and based on student
backgroud characteristics, all of the students, including regular funded students, were at risk. 相似文献