全文获取类型
收费全文 | 1720篇 |
免费 | 39篇 |
专业分类
教育 | 1403篇 |
科学研究 | 39篇 |
各国文化 | 34篇 |
体育 | 78篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 196篇 |
出版年
2021年 | 21篇 |
2020年 | 27篇 |
2019年 | 50篇 |
2018年 | 63篇 |
2017年 | 76篇 |
2016年 | 56篇 |
2015年 | 41篇 |
2014年 | 59篇 |
2013年 | 426篇 |
2012年 | 43篇 |
2011年 | 38篇 |
2010年 | 55篇 |
2009年 | 47篇 |
2008年 | 48篇 |
2007年 | 43篇 |
2006年 | 34篇 |
2005年 | 39篇 |
2004年 | 42篇 |
2003年 | 31篇 |
2002年 | 25篇 |
2001年 | 26篇 |
2000年 | 23篇 |
1999年 | 20篇 |
1998年 | 10篇 |
1997年 | 24篇 |
1996年 | 16篇 |
1995年 | 23篇 |
1994年 | 19篇 |
1993年 | 23篇 |
1992年 | 11篇 |
1991年 | 25篇 |
1990年 | 17篇 |
1989年 | 12篇 |
1988年 | 13篇 |
1987年 | 7篇 |
1986年 | 12篇 |
1985年 | 11篇 |
1984年 | 22篇 |
1983年 | 13篇 |
1982年 | 19篇 |
1981年 | 14篇 |
1980年 | 14篇 |
1979年 | 13篇 |
1978年 | 7篇 |
1977年 | 14篇 |
1976年 | 13篇 |
1975年 | 11篇 |
1974年 | 13篇 |
1973年 | 8篇 |
1971年 | 7篇 |
排序方式: 共有1759条查询结果,搜索用时 15 毫秒
171.
Ann Neville Miller Evangeline Nalugya Charles Gabolya Sarah Lagot Richard Mulwanya Joseph Kiva 《Sex education》2016,16(6):707-720
Although mounting evidence in Western nations indicates that entertainment media influence young people’s sexual socialisation, virtually no research has addressed the topic in sub-Saharan Africa. The present study employed 14 focus groups of Ugandan high school students to identify media through which they were exposed to sexual content, how they interpreted and evaluated that content, and how they compared its influence with that of parents, schools and religious institutions. Participants most often mentioned TV, followed by print media and Internet as sources of sexual material. Media were said to present discrepant messages regarding the timing of sexual debut, with international programming urging early sexual debut and local programming described as urging young people to delay sex. Young people spoke of turning to ssengas and kojjas for sexual advice, and a number of boys suggested pornography could also be educational. Both local and international programming was interpreted as conveying views of men as sex driven and women as submissive in sex and relationships. Participants expressed the belief that sexual media content had a negative impact on young people. Most nevertheless assessed these messages as more influential than other sources of sexual socialisation. 相似文献
172.
Summary An overview of the seminar planning process that includes needs assessment, program planning, implementation and evaluation has been presented. In addition, necessary platform skills have been identified to help staff members move from the role of planner to that of presentor. With training, either in counselor education programs or as a part of staff development, career counselors can provide a higher quality service to a larger number of students by learning more about the science and art of seminar planning and presentation. 相似文献
173.
174.
175.
ABSTRACTThis paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world. 相似文献
176.
Ann Grasso Ryan 《Annals of dyslexia》1994,44(1):227-249
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no
learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the
changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students
with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly
less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism,
the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it
would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported
being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their
motivation for attending college, or their plans for final degree attainment. 相似文献
177.
David MacPhee Kevin Ann Oltjenbruns Janet J. Fritz Jill C. Kreutzer 《Innovative Higher Education》1994,18(4):289-309
We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences. 相似文献
178.
179.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
180.
In this period of designing controls to producegreater teacher accountability, the NationalWriting Project (NWP) stands as an importantcontrast, teaching us what it means to developthe capacity of teachers. We undertook atwo-year study of the NWP by looking intenselyat two sites, an urban and a rural site. Wesought to understand and document what teacherslearned from their induction to the WritingProject, what they took back to their classroomand how they stayed involved in various localnetwork activities. By looking at the five weeksummer invitational seminar held on thecampuses of their respective sites, we foundcore activities as well as other ancillary onesthat helped teachers gain a set of principlesand ways of working that they took back totheir classrooms. We also found a welldeveloped set of activities run in networkfashion that gave teachers numerousopportunities to stay connected, to leadprofessional development in their localcontexts, to explore special interest groups,and to become members of a powerful learningcommunity. We highlight two of six teachersthat we studied who provide an example of hownetwork learning is linked to classroomteaching. The success of the NWP as aprofessional development network rooted inteachers' work with teachers teaching teachersas a core element, suggests that networks suchas these may be well suited to the rapid changein our society as well as to the growingcomplexity of teachers' work. 相似文献