全文获取类型
收费全文 | 357篇 |
免费 | 6篇 |
专业分类
教育 | 229篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 59篇 |
文化理论 | 1篇 |
信息传播 | 62篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 15篇 |
2018年 | 16篇 |
2017年 | 16篇 |
2016年 | 18篇 |
2015年 | 12篇 |
2014年 | 9篇 |
2013年 | 77篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 11篇 |
2004年 | 13篇 |
2003年 | 10篇 |
2002年 | 6篇 |
2001年 | 10篇 |
2000年 | 7篇 |
1999年 | 10篇 |
1998年 | 9篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1962年 | 1篇 |
1959年 | 1篇 |
1958年 | 1篇 |
1938年 | 1篇 |
1866年 | 1篇 |
1860年 | 1篇 |
1857年 | 1篇 |
排序方式: 共有363条查询结果,搜索用时 0 毫秒
11.
The effects of orally presented storybook models on children's cognitive achievement behavior were assessed in two experiments. Experiment I involved 100 preschool-age children who were given one exposure to either a story depicting achievement behaviors by a male/female model, or a control story describing no achievement behavior. Subjects then were asked to perform a related achievement task. No significant modeling effects were found, but a significant relationship existed between the children's recall of the story content and their performance on the subsequent task. Experiment 11 employed 60 preschool-age children who were given repeated exposures (3 to 4) to, and group discussion of, the same achievement stories or non-achievement control story. A significant relationship was observed between type of story and type of solutions to the subsequent achievement task. These findings are discussed in the context of modeling theory, with practical implications. 相似文献
12.
Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC. 相似文献
13.
Using the neo-classical justifications for government support of the arts that Dick Netzer discussed in The Subsidized Muse as a starting point, the article contends that market failure is not an useful concept to understand and explain cultural policies and the degree of government involvement, particularly when viewed from a comparative perspective. The basic fault is that historical- institutional arrangements and the role of non-state actors in the formation of cultural policies are not taken into account. Discussing some aspects of the institutional framework in the development of French, Swedish and U.S. cultural policies, the article concludes with a call for the use of neo-institutionalist perspectives in analyzing government intervention in the arts field. 相似文献
14.
15.
Annette Hemmings 《International journal of qualitative studies in education》2013,26(3):291-307
This paper describes the youth culture of hostility produced by low-income and working-class African-American and White students in two urban public high schools. High school seniors were observed during the school day and participated in interviews where they described criminal activities, racism, sexual harassment, and other student hostilities taking place in corridors and classrooms. Poststructural data analysis revealed that what appeared to be senseless acts of violence were shifting adaptations rooted in prevailing discourses of money, respect, and difference. Hostilities were among the many discourse-driven adaptive strategies constructed by urban youths in school sites situated in hostile socioeconomic conditions. 相似文献
16.
17.
18.
19.
Annette Gough 《Cultural Studies of Science Education》2011,6(1):77-88
This essay reviews the contribution of Rowhea Elmesky in this volume, to the field of research in science education, and places
it in the context of the juncture of youth disengagement with science, multicultural education and globalisation, with an
underlay of a historical context and critiques of science education from feminist and postcolonial perspectives. 相似文献
20.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献