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961.
Development and testing of an antitobacco school-based curriculum for deaf and hard of hearing youth
A tobacco use prevention curriculum tailored for deaf/hard of hearing youth was tested using a quasi-experimental design. Two schools for the deaf received the curriculum; two served as noncurriculum controls. Surveys assessed changes in tobacco use, tobacco education exposure, and tobacco-related attitudes and knowledge among students in grades 7-12 over 3 school years (n = 511-616). Current (past month) smoking decreased significantly at one intervention school (23% to 8%,p = .007), and current smokeless tobacco use at the other (7.5% to 2.5%, p = .03). Tobacco education exposure and antitobacco attitudes and knowledge increased significantly at one or both intervention schools. At one control school, reported tobacco education exposure decreased (p < .001) and antitobacco attitudes increased (p = .01). The results indicate that the curriculum increased perceived tobacco education exposure and significantly affected tobacco-related practices, attitudes, and knowledge. 相似文献
962.
Associations between infants' transition to walking and object activities were examined. Fifty infants were observed longitudinally during home observations. At 11 months, all infants were crawlers; at 13 months, half became walkers. Over age, infants increased their total time with objects and frequency of sharing objects with mothers. Bidirectional influences between locomotion and object actions were found. Walking was associated with new forms of object behaviors: Walkers accessed distant objects, carried objects, and approached mothers to share objects; crawlers preferred objects close at hand and shared objects while remaining stationary. Earlier object activities predicted walking status: Crawlers who accessed distant objects, carried objects, and shared objects over distances at 11 months were more likely to walk by 13 months. 相似文献
963.
Children's home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months. During home visits, children's participation in literacy activities, the quality of mothers' engagements with their children, and the availability of learning materials were assessed, yielding a total learning environment score at each age. At 63 months, children's vocabulary and literacy skills were assessed. Six learning environment trajectories were identified, including environments that were consistently low, environments that were consistently high, and environments characterized by varying patterns of change. The skills of children at the extremes of learning environment trajectories differed by more than 1 SD and the timing of learning experiences related to specific emerging skills. 相似文献
964.
Catherine Milne Kathryn Scantlebury Jason Blonstein Susan Gleason 《Research in Science Education》2011,41(3):413-440
Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school
contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy
is being implemented at the university level but with limited research. Drawing from the field of activity theory and our
emic experience as coteachers, we examine the enactment of coteaching in university science education courses. One of the
tools central to our examination of coteaching included the analysis of disturbances in the work and object of preparing science
teachers. This analysis highlighted the role, during discursive interactions, of problem posing and problem solving for addressing
observed disturbances. The presence of an extra instructor provided increased opportunities in the system for recognizing
and valuing disturbances as indicators of underlying contradictions or tensions in elements of the activity system of the
learning and teaching of science teachers. Our analysis suggests that coteaching offers expanded opportunities for the evolution
of the activity system of preparing science teachers. 相似文献
965.
Debates on literacy inequalities have been powerfully advanced through Jan Blommaert's work, which demonstrates the ways in which discourse forms can lose function as they are moved into different environments. Looking through a south-north lens, Blommaert maps this feature of loss of function against world wide inequalities conceptualised through the centre-periphery models outlined in world systems theory. This paper presents work that I have done over a number of years on the concept of recontextualisation, examining at a micro-level (rather than a transnational level) examples of everyday print and digital texts which people produce and interpret as part of processes in workplaces and development projects in New Zealand and South Africa. The research then explores what happens to the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to ‘make things happen’. I explore the implications of this shift in terms of the unit of analysis, questioning how the concepts of literacy events and practices, so central to the New Literacy Studies (NLS), can account for such shifting. I identify the resources that actors have access to and draw on in each event in these sequences, and in their ability to project beyond the local, looking more closely at the materiality of literacy. As people and/or their texts are recontextualised as part of such meaning-making trajectories, time and space become important dimensions of analysis: I explore the levels at which time and space can be analysed in these crossings, treating these levels as forms of scaling. The multi-sited, micro-ethnographic work involved in tracing these trajectories shows that function can be lost, but it can also be sustained and/or gained. The paper suggests that a shift is needed from the focus (evident in much research and teaching in language and literacy studies) on the production and interpretation of meanings within contexts towards a focus on the projection of meanings across contexts. This shift of focus can contribute to new understandings of the placedness of resources for meaning making, the notion of capabilities and the understanding of literacy inequalities. 相似文献
966.
David A. Leavens Lisa A. Reamer Mary Catherine Mareno Jamie L. Russell Daniel Wilson Steven J. Schapiro William D. Hopkins 《Child development》2015,86(5):1623-1638
van der Goot et al. (2014) proposed that distal, deictic communication indexed the appreciation of the psychological state of a common ground between a signaler and a receiver. In their study, great apes did not signal distally, which they construed as evidence for the human uniqueness of a sense of common ground. This study exposed 166 chimpanzees to food and an experimenter, at an angular displacement, to ask, “Do chimpanzees display distal communication?” Apes were categorized as (a) proximal or (b) distal signalers on each of four trials. The number of chimpanzees who communicated proximally did not statistically differ from the number who signaled distally. Therefore, contrary to the claim by van der Goot et al., apes do communicate distally. 相似文献
967.
Catherine Ashcraft 《Learning, Media and Technology》2015,40(4):437-457
To date, girls and women are significantly underrepresented in computer science and technology. Concerns about this underrepresentation have sparked a wealth of educational efforts to promote girls’ participation in computing, but these programs have demonstrated limited impact on reversing current trends. This paper argues that this is, in part, because these programs tend to take a narrow view of their purpose, ignoring important factors that shape girls’ identities and education/career choices – not least broader narratives around gender, race, and sexuality. This paper focuses on the issue of sexuality – that is, how sexuality discourses are shaping a diverse range of girls’ experiences with technology, their perceptions of themselves, and their ultimate educational and career choices. The paper makes the case for considering these important connections, bringing together research in two disparate areas: (1) sociological research in gender, diversity, and technology and (2) critical cultural studies research in youth sexualities and schooling. 相似文献
968.
Research Findings: Behavior regulation, including paying attention, remembering instructions, and controlling action, contributes to children's successful adaptation to and functioning in preschool and school settings. This study examined the development of behavior regulation in early childhood and its potential contribution to individual differences in children's early knowledge (mathematics and vocabulary). Sixty German preschool children were administered a direct observational measure of behavior regulation, the Head-to-Toes Task, and a standardized test to assess early mathematics and vocabulary. Results revealed significant gains in behavior regulation between of 3 and 4 years of age. Moreover, early gender differences were found, with girls outperforming boys at age 4. Behavior regulation was significantly related to performance on the academic tasks, but the pathways to math and vocabulary knowledge differed. Practice or Policy: Discussion focuses on the role of behavior regulation in early academic achievement. 相似文献
969.
Catherine S. Wolcott Amanda P. Williford Karyn Hartz-Mandell 《Early education and development》2013,24(7):887-912
The links between a positive teacher-child relationship and young children’s academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children’s views of the teacher-child relationship and how these representations relate to other established measures. Using a sample of 157 preschoolers with elevated disruptive behaviors, the current study assessed preschoolers’ representations of the teacher-child relationship by adapting a narrative procedure and a coding scheme from the parent-child attachment literature. Children’s representations as assessed through their narratives were internally consistent and were modestly associated with established measures of the teacher-child relationship. Offering additional support of validity, children’s representations had implications for their engagement in tasks, such that children with more negative and less emotionally positive representations were more dependent on positive interactions with their teachers to remain oriented to tasks. Results add support to the importance of positive teacher-child interactions for children with behavioral difficulties and highlight the benefit of using representational measures to understand children’s views of the teacher-child relationship. 相似文献
970.
Sharon Damon T. Chris Riley-Tillman Catherine Fiorello 《Journal of educational and psychological consultation》2013,23(1):31-53
Reinforcement-based interventions, the most frequently used treatments for school-age children, rely on accurately identifying stimuli that will serve to reinforce appropriate classroom behavior. Research has consistently demonstrated that the results from a forced-choice pairing procedure are the best predictors of reinforcing stimuli. Interestingly, systematic evaluation of potential reinforcers is rarely implemented in the school consultation setting. Considering the importance of the reinforcer on reinforcement-based interventions, and the literature focusing on the significance of the selection procedure on accurately identifying a reinforcer, this is concerning. The purpose of these two studies was to examine the effectiveness of identifying reinforcing stimuli for students in the consultation setting using two different methods: stimulus forced-choice and asking the teacher to identify potential reinforcers. The effectiveness of the selected stimuli as reinforcers was studied on two student outcomes: academic production and on-task behavior. The results of the two studies suggested that the reinforcers selected using a forced-choice procedure were more effective than the reinforcers selected from a teacher-identification procedure. Further, results indicated that although stimuli derived from both reinforcer assessment methods were useful at increasing rates of desired behavior, stimuli derived from the forced-choice reinforcer assessment were more consistently effective. 相似文献