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161.
The early detection of children with mild learning problems remains a problem. New screening tests are being developed that will be more effective in identifying children who fall into this “difficult to identify” group. This study examined the predictive validity of one potential screening test. The scores of 268 children on each task of a nine‐task preschool cognitive battery were evaluated in terms of the accuracy with which they predicted the classification of those same children into regular education (n = 254) or special education (n = 14) 4 years later when the children were in third grade. A classification accuracy level of 79% was achieved for the exceptional children, and a classification level of 70% for the normally achieving children. Racial/ethnic status, testing language, and socioeconomic status all impacted the children's screening performance. Lower screening scores and a greater proportion of the sample with scores below the cut were associated with minority status, not being tested in English, and lower socioeconomic status. Preschool testing in Spanish or both English and Spanish was associated with poorer achievement 4 years later. Many of the children not in special education, but with a screening score below 13, had serious academic problems in third grade that were reflected in their low percentile scores on one or more subtests of the Stanford Achievement Test. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 565–582, 2003. 相似文献
162.
George A. Morgan Robert J. Harmon Christine A. Maslin-Cole 《Early education and development》1990,1(5):318-339
This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general and in five specific behavioral domains: social, symbolic, combinatorial, means-end, and gross motor. We believe that our definition helps to clarify the concept of mastery motivation and that our assessment procedures will facilitate future research. 相似文献
163.
This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers’ beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K–8) and secondary (8–12) science methods courses. Taken as a whole, the images drawn by preservice teachers reflected the stereotype of a scientist as a man with a wild hairdo who wears a lab coat and glasses while working in a laboratory setting. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences. Post degree students in secondary science methods courses created images of scientists with fewer stereotypical elements than drawings created by students in the regular elementary program. 相似文献
164.
Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献
165.
Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses
Research in Science Education - Primary school topics involving abstract concepts are challenging to teach. Electric circuits can be simply constructed but complex to explain. New approaches in... 相似文献
166.
ABSTRACTWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. 相似文献
167.
There continues to be an increasing number of four‐year‐old children in reception classrooms in the UK. The child‐school incorporation process is a dynamic, multifaceted, interactive and poorly understood phenomenon. This paper summarises the pilot stage of a project that investigated this critical period in the life histories of a group of children. The project viewed the researcher, teacher, parent and child as collaborators in an illuminative process. There is a need to challenge the notion that the child simply ‘adjusts’ to school. Children are most likely to be under stress during the first weeks of school when the reduplicated rites of separation, transition and incorporation are going on. Appropriate changes and real improvements in policy, provision and practice need to be based upon a cognizance of the lived experiences of these rites for all the participants. 相似文献
168.
Following on from the article ‘Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development’ (Abbott, C., L. Burtney, and C. Wall. 2013. Action Learning: Research & Practice 10 (2): 168–177), this article describes how action learning is being introduced in Cornwall Council, UK and explores the relationship between social work and action learning in practice. In essence social work needs to perform well and achieve positive outcomes for users of its services. Cornwall Council's Children's Social Work and Psychology Services is introducing action learning for professionals as a new approach to practice. 相似文献
169.
170.