全文获取类型
收费全文 | 1844篇 |
免费 | 30篇 |
国内免费 | 4篇 |
专业分类
教育 | 1360篇 |
科学研究 | 104篇 |
各国文化 | 33篇 |
体育 | 181篇 |
文化理论 | 15篇 |
信息传播 | 185篇 |
出版年
2022年 | 10篇 |
2021年 | 17篇 |
2020年 | 45篇 |
2019年 | 64篇 |
2018年 | 74篇 |
2017年 | 102篇 |
2016年 | 80篇 |
2015年 | 62篇 |
2014年 | 57篇 |
2013年 | 426篇 |
2012年 | 55篇 |
2011年 | 58篇 |
2010年 | 43篇 |
2009年 | 48篇 |
2008年 | 49篇 |
2007年 | 45篇 |
2006年 | 40篇 |
2005年 | 29篇 |
2004年 | 34篇 |
2003年 | 13篇 |
2002年 | 34篇 |
2001年 | 24篇 |
2000年 | 28篇 |
1999年 | 17篇 |
1998年 | 21篇 |
1997年 | 23篇 |
1996年 | 26篇 |
1995年 | 26篇 |
1994年 | 31篇 |
1993年 | 20篇 |
1992年 | 14篇 |
1991年 | 16篇 |
1990年 | 17篇 |
1989年 | 23篇 |
1988年 | 14篇 |
1987年 | 8篇 |
1986年 | 12篇 |
1985年 | 9篇 |
1984年 | 14篇 |
1983年 | 14篇 |
1982年 | 9篇 |
1981年 | 11篇 |
1980年 | 10篇 |
1979年 | 10篇 |
1978年 | 14篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1975年 | 10篇 |
1974年 | 7篇 |
1973年 | 6篇 |
排序方式: 共有1878条查询结果,搜索用时 0 毫秒
41.
Is an attenuated physiological response to family conflict, seen in some youth exposed to early adversity, protective or problematic? A longitudinal study including 54 youth (average age 15.2 years) found that those with higher cumulative family aggression exposure showed lower cortisol output during a laboratory‐based conflict discussion with their parents, and were less likely to show the normative pattern of increased cortisol reactivity to a discussion they rated as more conflictual. Family aggression interacted with cortisol reactivity in predicting youth adjustment: Adolescents from more aggressive homes who were also more reactive to the discussion reported more posttraumatic stress symptoms and more antisocial behavior. These results suggest that attenuated reactivity may protect youth from the negative consequences associated with aggressive family environments. 相似文献
42.
43.
Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts 总被引:1,自引:0,他引:1
This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the
role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study
was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method
study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions,
and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative
component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular
Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content.
The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic
demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student
learning, provided various pedagogical conditions are met. 相似文献
44.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
45.
Abstract This article reports on the first two phases of a multiphase science education development project in predominantly Māori
kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its
entirety employs an action research methodology and by so doing endeavors to support the improvement of science education
delivery in accordance with school community aspirations. The full project (a) establishes the current situation in Year 1–8
science education in the communities; (b) identifies developmental aspirations for stakeholders within the communities and
identifies potential contributors and constraints to these aspirations; (c) implements mechanisms for achieving identified
aspirations; and finally; (d) evaluates the effectiveness of such mechanisms. In its focus on the first two phases, this article
incorporates the analytical lenses of Kaupapa Māori Theory and Bronfenbrenner’s bio-ecological model. It concludes by outlining
some priorities to consider for science education development based on the outcomes of our preliminary discussions.
相似文献
Brian LewthwaiteEmail: |
46.
Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive. 相似文献
47.
Cher Ping Lim Sungsup Ra Brian Chin Tianchong Wang 《Educational Media International》2020,57(2):87-111
ABSTRACT Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region. 相似文献
48.
Lena Gray 《Assessment in Education: Principles, Policy & Practice》2020,27(2):142-159
ABSTRACTThis article conceptualises the relationship between exam board insider research and the policy-making context in which they operate. Exam board researchers are constrained by commercial and political interests in disclosing their knowledge. and face pressures in disseminating research, butalso find themselves working in contexts where calls to ‘evidence-based policy-making’ are ubiquitous. This can deprofessionalise and disenfranchise the researcher.. This article will depict the context faced by exam board researchers attempting to influence policy before portraying possible responses, evaluating how these can be applied to exam board research, with reference to research on standard-setting. The article will build on a conceptualisation of successful exam board insider research as the creation of Habermasian ‘communicative spaces’, applying lessons from research–policy interface literature to that conceptualisation. Inapplying those lessons, the article will suggest possible solutions to the problems faced by that group in their attempts to influence policymakers. 相似文献
49.
50.
Rebecca L. Fix Madison W. Silverstein Nadratu Nuhu Wendy N. Gray 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):44-59
ABSTRACTAlthough strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality. 相似文献