全文获取类型
收费全文 | 2188篇 |
免费 | 44篇 |
国内免费 | 1篇 |
专业分类
教育 | 1411篇 |
科学研究 | 141篇 |
各国文化 | 53篇 |
体育 | 271篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 342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 | 134篇 |
2016年 | 96篇 |
2015年 | 68篇 |
2014年 | 94篇 |
2013年 | 467篇 |
2012年 | 72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 | 52篇 |
2004年 | 44篇 |
2003年 | 44篇 |
2002年 | 34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 | 18篇 |
1993年 | 18篇 |
1992年 | 14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 | 8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2233条查询结果,搜索用时 15 毫秒
41.
The purpose of this paper is to describe the role of the Botswana study-service scheme (Tirelo Setshaba) in the career development of its participants. Study-service is defined as community service used to educate those who participate in contrast to other service programmes where the main objective is to provide manpower e.g. by providing service to the community. First, the existing career development situation in Botswana for senior secondary school students is reviewed and findings from some recent research in this field in the country are presented. Second, the nature of the one year experience gained by Tirelo Setshaba participants is described including the uniqueness of Tirelo Setshaba as compared to other similar schemes in that service takes place before post-secondary education, but with other policies being similar to those developed for university students. Third, the paper presents a rationale for career development assistance for Tirelo Setshaba participants and describes career development material prepared for them. The nature of the scheme, with two or a maximum of four participants assigned to a village, has made it necessary to design a career service for clients who are so widely scattered that the often-used career talks, conventions or one-to-one counselling are impractical. Finally, the paper argues for a proper evaluation of Tirelo Setshaba's impact on career development as the conclusions drawn in the paper are based on limited observations.Senior Research Fellow, National Institute of Development Research and Documentation, University of Botswana. She has served for several years as planning officer with the Ministry of Education in Botswana and as a psychologist (career guidance) in Sweden.Tirelo Setshaba Adviser, Ministry of State President, Botswana. He has long experience from study-service schemes in a number of countries, inter alia Botswana, Nepal and Indonesia. 相似文献
42.
The goal of this study was to examine the means used by textbook authors to introduce, define, and explain the mole concept in high school and introductory college chemistry textbooks. The analysis was framed by four questions:
- 1 How is the mole defined?
- 2 What concepts about the atom are introduced prior to the mole?
- 3 Is Avogadro's constant presented as an experimentally determined value?
- 4 What is the context for introducing the mole?
- 1 Two ways of defining the mole dominate the texts. One way defines the mole as Avogadro's number (6.02 × 1023) particles; the other method defines the mole in terms of carbon-12.
- 2 All texts that present a definition in terms of C-12 introduce and define concepts about the atom prior to introducing the mole.
- 3 Most texts at all levels point out that the value 6.02 × 1023 is an experimentally determined quantity.
- 4 Nearly all texts discuss the mole in relation to die problem of finding a way to count particles that are too small to be directly weighed. Most texts also use a familiar counting unit, such as the dozen, to introduce the mole by analogy.
43.
44.
Louisa R. Peralta Donna O’Connor Wayne G. Cotton Andrew Bennie 《Teaching Education》2016,27(3):248-266
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. 相似文献
45.
46.
47.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
48.
Marital conflict and conduct problems in Children of Twins 总被引:3,自引:0,他引:3
Harden KP Turkheimer E Emery RE D'Onofrio BM Slutske WS Heath AC Martin NG 《Child development》2007,78(1):1-18
The Children-of-Twins design was used to test whether associations between marital conflict frequency and conduct problems can be replicated within the children of discordant twin pairs. A sample of 2,051 children (age 14-39 years) of 1,045 twins was used to estimate the genetic and environmental influences on marital conflict and determine whether genetic or environmental selection processes underlie the observed association between marital conflict and conduct problems. Results indicate that genetic and nonshared environmental factors influence the risk of marital conflict. Furthermore, genetic influences mediated the association between marital conflict frequency and conduct problems. These results highlight the need for quasiexperimental designs in investigations of intergenerational associations. 相似文献
49.
Two experiments examined whether 18-month-olds learn from emotions directed to a third party. Infants watched an adult perform actions on objects, and an Emoter expressed Anger or Neutral affect toward the adult in response to her actions. The Emoter then became neutral and infants were given access to the objects. Infants' actions were influenced by their memory of the Emoter's affect. Moreover, infants' actions varied as a function of whether they were currently in the Emoter's visual field. If the previously angry Emoter was absent (Experiment 1) or turned her back (Experiment 2), infants did not use the prior emotion to regulate their behavior. Infants learn from emotional eavesdropping, and their subsequent behavior depends on the Emoter's orientation toward them. 相似文献
50.
Improbable or impossible? How children reason about the possibility of extraordinary events 总被引:1,自引:1,他引:0
The present study investigated the development of possibility-judgment strategies between the ages of 4 and 8. In Experiment 1, 48 children and 16 adults were asked whether a variety of extraordinary events could or could not occur in real life. Although children of all ages denied the possibility of events that adults also judged impossible, children frequently denied the possibility of events that adults judged improbable but not impossible. Three additional experiments varied the manner in which possibility judgments were elicited and confirmed the robustness of preschoolers' tendency to judge improbable events impossible. Overall, it is argued that children initially mistake their inability to imagine circumstances that would allow an event to occur for evidence that no such circumstances exist. 相似文献