全文获取类型
收费全文 | 1158篇 |
免费 | 26篇 |
国内免费 | 2篇 |
专业分类
教育 | 907篇 |
科学研究 | 34篇 |
各国文化 | 14篇 |
体育 | 116篇 |
文化理论 | 6篇 |
信息传播 | 109篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 19篇 |
2020年 | 22篇 |
2019年 | 40篇 |
2018年 | 64篇 |
2017年 | 71篇 |
2016年 | 63篇 |
2015年 | 52篇 |
2014年 | 45篇 |
2013年 | 288篇 |
2012年 | 30篇 |
2011年 | 39篇 |
2010年 | 28篇 |
2009年 | 32篇 |
2008年 | 35篇 |
2007年 | 28篇 |
2006年 | 26篇 |
2005年 | 22篇 |
2004年 | 21篇 |
2003年 | 12篇 |
2002年 | 22篇 |
2001年 | 22篇 |
2000年 | 19篇 |
1999年 | 11篇 |
1998年 | 14篇 |
1997年 | 7篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 4篇 |
1983年 | 3篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1903年 | 2篇 |
排序方式: 共有1186条查询结果,搜索用时 203 毫秒
181.
182.
A Prospective Study of Life Stress, Social Support, and Adaptation in Early Adolescence 总被引:9,自引:0,他引:9
David L. DuBois Robert D. Felner Stephen Brand Angela M. Adan Elizabeth G. Evans 《Child development》1992,63(3):542-557
This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed. 相似文献
183.
Cristyn Davies Susan Rachel Skinner Tanya Stoney Helen Siobhan Marshall Joanne Collins Jane Jones 《Sex education》2017,17(3):256-275
AbstractThe National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination. 相似文献
184.
A child reaching toddler stage is ready to learn about the basic shapes that comprise much of his/her world. With an accent
on fun, here are some simple activities designed to teach children how to identify and distinguish between the shapes ...
of things to come!
Doris Allen is a career teacher in early childhood education. She has been a member of the Board of Directors of the Oswego
Community Day Care center, and has co-authored an article on handwriting in the current edition of theBook of Knowledge. Angela Collins is currently a kindergarten teacher in an Open Education program based on the British Primary System model,
and during the summers directs remedial reading programs. 相似文献
185.
Angela Goodman 《British Journal of Religious Education》2018,40(2):232-241
Critical Religious Education (CRE) is a contemporary pedagogy of religious education developed by Andrew Wright and various colleagues over the past two decades. There has been widespread academic discourse about the pedagogy in theory but increasingly commentators have called for examples of it in practice. Over the past seven years a writing group associated with The Forum of Religious and Spiritual Education at King’s College London have been developing practical materials aimed at supporting teachers in embedding the pedagogy in practice. Of particular relevance to this paper is the development of an introductory scheme of work, aimed at year 7 students, which has been trialled in a number of schools in and around London. In 2013, focus group interviews took place in four of these schools in order to ascertain the reception that the materials had received. The data suggests a very positive response to the introductory scheme of work and the CRE approach in general, partially dispelling some criticisms levelled at it in academic discourse. The author has thus suggested that the approach and the work of the writing group need further exposure, especially in schools, at conferences and on initial teacher education programmes. 相似文献
186.
This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances. 相似文献
187.
Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472
The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s
Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities
designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation.
This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age
students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating
rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood
educators teaching strategies for early art viewing experiences.
相似文献
Angela EckhoffEmail: |
188.
Over the past decade, there has been ongoing debate relating to the use of suitable pedagogical approaches for designing learning environments to develop skillful games players. There has, however, been little consideration of the “digital age of learning” and the global success of the digital video game industry. Using the educational work of James Gee, this article attempts to rationalize how a “digital video games approach” differs from other learner-centered pedagogies currently employed for teaching and coaching games. Examination of the literature suggests that the learning gains from Teaching Games for Understanding and the Constraints Led Approach ignore the meta-cognitive dimension of learning how to play games—surely an important consideration for long-term development. Accordingly, by drawing on experiences from digital video game design, we examine how games practitioners might utilize such an approach for meta-cognition in coaching or teaching practice to stimulate player learning. 相似文献
189.
Angela Brew 《高等教育研究与发展》2003,22(1):3-18
In order to bring teaching and research together, a fuller understanding of how academics conceptualise research and scholarship is needed. The paper discusses different ways in which research and scholarship are conceptualised and then provides two alternative models of the relationship between teaching and research based on different conceptions of teaching and different ideas about the nature of knowledge. The paper suggests that if the relationship between teaching and research is to be enhanced it is necessary to move towards a model based on the notion of academic communities of practice. The implications for higher education of doing this are then examined. It is argued that there is a need to reconceptualise the role of higher education and to renegotiate relationships between teachers and students. 相似文献
190.
OBJECTIVE: The study examines the self-reported prevalence of childhood physical and sexual abuse in a large sample of Portuguese parents. METHOD: Nearly 1,000 parents (506 mothers and 426 fathers) were selected through public primary schools from the Northern area of Portugal. All completed the Portuguese version of the Childhood History Questionnaire (CHQ) [Journal of Family Violence 5 (1990) 15]. RESULTS: Results show that the prevalence of abuse was 73%, but more severe physical abuse involving sequelae/injury was reported by 9.5%. Most physical abuses began prior to age 13, with half continuing after age 13. No gender differences were found for rates of physical abuse. However, among the milder physical abuse without sequelae/injury, those women who experienced "whipping" or "slapping/kicking" were more likely to do so from their mothers than fathers. Among men who were "slapped/kicked" this was more likely to be from their fathers. Low rates of sexual abuse were found at 2.6% with no gender or age differences. Lack of a supportive adult in childhood related to the more severe abuses, but only in adolescence. Portuguese rates of abuse were consistently lower than those reported in USA and Spanish studies using the CHQ. CONCLUSIONS: This is the first retrospective, self-report study of childhood abuse in a large sample of Portuguese parents and, even with a participation rate of 69%, shows lower rates than in US and Spanish samples. 相似文献