全文获取类型
收费全文 | 2171篇 |
免费 | 41篇 |
国内免费 | 1篇 |
专业分类
教育 | 1403篇 |
科学研究 | 138篇 |
各国文化 | 53篇 |
体育 | 270篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 334篇 |
出版年
2024年 | 4篇 |
2023年 | 9篇 |
2022年 | 16篇 |
2021年 | 35篇 |
2020年 | 59篇 |
2019年 | 116篇 |
2018年 | 125篇 |
2017年 | 133篇 |
2016年 | 96篇 |
2015年 | 67篇 |
2014年 | 90篇 |
2013年 | 461篇 |
2012年 | 70篇 |
2011年 | 65篇 |
2010年 | 66篇 |
2009年 | 66篇 |
2008年 | 72篇 |
2007年 | 66篇 |
2006年 | 55篇 |
2005年 | 51篇 |
2004年 | 43篇 |
2003年 | 44篇 |
2002年 | 33篇 |
2001年 | 31篇 |
2000年 | 23篇 |
1999年 | 23篇 |
1998年 | 34篇 |
1997年 | 19篇 |
1996年 | 13篇 |
1995年 | 19篇 |
1994年 | 17篇 |
1993年 | 18篇 |
1992年 | 13篇 |
1991年 | 11篇 |
1990年 | 19篇 |
1989年 | 18篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 9篇 |
1983年 | 11篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 8篇 |
1977年 | 5篇 |
1974年 | 5篇 |
1968年 | 3篇 |
1948年 | 3篇 |
1852年 | 3篇 |
排序方式: 共有2213条查询结果,搜索用时 8 毫秒
891.
Andrew Joyce-Gibbons David Galloway Andrew Mollel Sylvester Mgoma Madeleke Pima Enos Deogratias 《Education and Information Technologies》2018,23(1):73-92
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning. 相似文献
892.
Andrew Chang Yao-Chuen Li Jennifer F. Chan Dobromir G. Dotov John Cairney Laurel J. Trainor 《Child development》2021,92(5):e907-e923
Accurate time perception is crucial for hearing (speech, music) and action (walking, catching). Motor brain regions are recruited during auditory time perception. Therefore, the hypothesis was tested that children (age 6–7) at risk for developmental coordination disorder (rDCD), a neurodevelopmental disorder involving motor difficulties, would show nonmotor auditory time perception deficits. Psychophysical tasks confirmed that children with rDCD have poorer duration and rhythm perception than typically developing children (N = 47, d = 0.95–1.01). Electroencephalography showed delayed mismatch negativity or P3a event-related potential latency in response to duration or rhythm deviants, reflecting inefficient brain processing (N = 54, d = 0.71–0.95). These findings are among the first to characterize perceptual timing deficits in DCD, suggesting important theoretical and clinical implications. 相似文献
893.
The biological world includes many negatively valenced activities, like predation, parasitism, and disease. Do children’s books cover these activities? And how do parents discuss them with their children? In a content analysis of children’s nature books (Study 1), we found that negatively valenced concepts were rarely depicted across genres and reading levels. When parents encountered negative information in books (Studies 2–3), they did not omit it but rather elaborated on it, adding their own comments and questions, and their children (ages 3–11) were more likely to remember the negative information but less likely to generalize that information beyond the animal in the book. These findings suggest that early input relevant to biological competition may hamper children’s developing understanding of ecology and evolution. 相似文献
894.
895.
PROSPECTS - This article aims to propose a theoretical framework, based on the literature, that supports the growth of students’ physical literacy in physical education. The framework... 相似文献
896.
Garth Stahl Melanie Baak Sam Schulz Ben Adams Andrew Peterson 《British Educational Research Journal》2021,47(5):1177-1193
Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities. 相似文献
897.
898.
Layers of policy often conflict with one another. In this paper, different layers of policy - and more importantly the different intellectual stables from which they emerge are explored in relation to inclusion. There are those of the New Right, with its emphasis on individualism, the free market, tradition and the family; and there are those of the new centre-left, which stresses the importance of community and 'stakeholder welfare'. We argue that there are attempts in much recent policy to fuse both kinds of thinking and that expressions about the need for a plural, tolerant, inclusive education system sometimes sit uneasily with policy which foregrounds the benefits of choice, selection and the comparison of schools on the basis of their pupils' attainment. While proclamations from politicians about benefits of inclusion are to be welcomed, the effects of exhortation will be counteracted by policy whose effects are to promote competition. 相似文献
899.
Bruce D. Homer Teresa M. Ober Maya C. Rose Andrew MacNamara Richard E. Mayer Jan L. Plass 《Mind, Brain, and Education》2019,13(1):41-52
Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game‐based executive function (EF) training. Two versions of a digital game designed to train the EF subskill of inhibition were given to adolescents (aged 13–17; N = 96): one focusing on speed, the other on accuracy. Consistent with neurocognitive developments, it was hypothesized that younger adolescents would benefit more from the speed version, and older adolescents more from the accuracy version. A significant age by condition interaction was found: Controlling for pretest, younger adolescents had better outcomes in the speed condition, while older adolescents had better outcomes in the accuracy condition. These findings argue for consideration of adolescents' neurocognitive development when designing games for learning and skill improvement. 相似文献
900.
The attitudes of pupils in South Wales to mathematics, English, science and technology were tested using a Likert‐type attitude scale. Pupils were selected from National Curriculum Key Stage 3, specifically Year 9 (age 13‐14 years). Schools were selected by their position in the 1992 National League tables produced by the Welsh Office, the schools being placed into one of four bands. The number of schools involved was 34 and the number of pupils 4263. This represents 15.3% of the total population of school children of age 13‐14 years in the region (Welsh Office, 1993). The results show gender differences in attitudes to English, mathematics, science and technology and some between school differences. The results are subjected to a factor analysis and are discussed in relation to groups of statements reflecting key aspects of each subject scale. 相似文献