全文获取类型
收费全文 | 303篇 |
免费 | 5篇 |
专业分类
教育 | 224篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 50篇 |
文化理论 | 1篇 |
信息传播 | 27篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 13篇 |
2017年 | 17篇 |
2016年 | 20篇 |
2015年 | 13篇 |
2014年 | 8篇 |
2013年 | 65篇 |
2012年 | 7篇 |
2011年 | 12篇 |
2010年 | 10篇 |
2009年 | 5篇 |
2008年 | 8篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 10篇 |
2002年 | 6篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982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 |
排序方式: 共有308条查询结果,搜索用时 0 毫秒
271.
Annette N. Markham 《The Information Society》2005,21(4):257-267
This article provides a critical, cautionary stance toward the future structure of “Internet studies” as a field. A social constructionist reading of the process of organizing reveals the ways in which apparently obdurate structures are constructed and negotiated through everyday discursive practices. Subsequent structures and practices function ideologically to control organizational members in a concertive fashion by shaping and directing the conceptual frameworks for inquiry and action in a seemingly natural way. Definitions and metaphors construct conceptual boundaries of meaning for the field of inquiry, delimiting and protecting over time what counts as Internet and Internet studies. Over time, origins of knowledge are hidden within the structure of the organizations and a culture of unobtrusive control emerges. Unless radical measures are taken to reflexively interrogate everyday routines and habitual ways of talking in academic environments, the future field of Internet studies will not transcend the traditions of the academy but will be entrenched in and reproduce traditional structures and a traditional scholarly enterprise. 相似文献
272.
273.
Ernest N. Jouriles Christopher M. Murphy Annette M. Farris David A. Smith John E. Richters Everett Waters 《Child development》1991,62(6):1424-1433
2 studies were conducted to illustrate how measuring a specific aspect of marriage, namely, child-rearing disagreements, provides a better understanding of the link between marriage and boys' behavior. In Study 1, 200 mothers of 3-year-old boys completed unstandardized measures of marital functioning and child behavior. An index of child-rearing disagreements: (1) correlated with a greater variety of behavior problems than nonchild disagreements, and (2) improved upon the prediction of behavior problems after accounting for nonchild disagreements as well as after accounting for boys' exposure to marital conflict. In Study 2, 87 mothers with 4-6-year-old sons completed the index of child-rearing disagreements used in Study 1 as well as standard measures of marital functioning and child behavior. Child-rearing disagreements: (1) predicted a greater variety of behavior problems than global marital adjustment, and (2) improved upon the prediction of internalizing problems after controlling for global marital adjustment as well as after controlling for boys' exposure to marital conflict. 相似文献
274.
Neurocognitive function and joint attention ability in young children with autism spectrum disorder versus developmental delay 总被引:5,自引:0,他引:5
Dawson G Munson J Estes A Osterling J McPartland J Toth K Carver L Abbott R 《Child development》2002,73(2):345-358
Studies have shown that young children with autism are not impaired on prefrontal tasks relative to what would be expected for their mental age, raising questions about the executive dysfunction hypothesis of autism. These studies did not include ventromedial prefrontal tasks, however. The present study examined whether young children with autism spectrum disorder (ASD) are impaired on ventromedial prefrontal tasks, and whether performance on such tasks is correlated with a core autism symptom, joint attention ability. Seventy-two 3- to 4-year-old children with ASD, 34 3- to 4-year-old developmentally delayed children, and 39 12- to 46-month-old typically developing children, matched on mental age, were administered ventromedial and dorsolateral prefrontal tasks and joint attention tasks. Children with ASD performed similarly to comparison groups on all executive function tasks, indicating that at this early age, there is no autism-specific pattern of executive dysfunction. Ventromedial, but not dorsolateral, prefrontal task performance was strongly correlated with joint attention ability, however. The ventromedial prefrontal cortex is hypothesized to play a role in the development of joint attention and possibly some aspects of the autistic syndrome. 相似文献
275.
Industry into teaching: an alternative model 总被引:1,自引:0,他引:1
Teacher shortages have encouraged initiatives to tailor training programs to meet the demand in both past, current and future contexts. Such programs have been streamlined to ensure a rapid response to shortages, in addition to also drawing participants from non‐traditional groups as a source of potential educators. More broadly in teacher education, recent developments have explored online and other forms of distance education, problem‐solving methodologies and increased site‐based workplace learning opportunities. The Accelerated Teacher Training Program (ATTP) currently offered at Charles Sturt University is based on an innovative model which combines together aspects of best practices to deliver an effective and quality course. This program was developed in response to the NSW Department of Education and Training’s (DET) need to meet the demand for more Technology and Applied Studies (TAS) teachers. This paper will look at the issue of teacher supply and demand and discuss the design, context and implementation of the ATTP, with a special focus on the professional practice and problem‐solving elements of the course. 相似文献
276.
277.
278.
279.
Annette Gough 《Environmental Education Research》1999,5(4):383-394
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achievement of the goals of environmental education through the extension of significant life experiences for older generations to the youth of today is a questionable activity. If our goal is the achievement of environmentally literate youth through environmental education, and, if we are going to use significant life experience research at all, then we need to be investigating the experiences which have been significant to youth at the end of the 20th century, not the experiences of those who were youths decades ago. 相似文献
280.