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81.
Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
82.
83.
Sara Frödén 《Ethnography and Education》2019,14(2):121-135
This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice. 相似文献
84.
Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries. 相似文献
85.
Bruno Guimarães João Firmino-Machado Stanislav Tsisar Benedita Viana Marco Pinto-Sousa Pedro Vieira-Marques Ricardo Cruz-Correia Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153
Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities. 相似文献
86.
Research in Higher Education - In this article, a large data set containing every course taken by every undergraduate student in a major university in Canada over 10 years is analysed. Modern... 相似文献
87.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
88.
89.
Claire Lavin 《Psychology in the schools》1996,33(2):119-123
The Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) and the Kaufman Test of Educational Achievement (K-TEA; Kaufman & Kaufman, 1985) are commonly used in the identification of children for special educational services. However, there is little evidence about the relationship between these two tests among children with handicapping conditions. This study examined the relationship between the WISC-III IQs and K-TEA standard scores in a sample of 72 children with emotional handicaps. The results revealed a significant positive relationship between scores on these instruments. © 1996 John Wiley & Sons, Inc. 相似文献
90.
Claire Lavin 《Psychology in the schools》1995,32(4):255-263
When children are referred to psychologists for evaluation, the most useful resulting information for the classroom teacher is not a label but suggestions regarding instruction. In its present format, the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen, & Sattler, 1986) lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained from the SB:FE provide important insights into cognitive strengths and weaknesses that may be related to academic functioning. Although there is no one-to-one correspondence between scores on a particular subtest and performance in a particular academic area, clinical interpretation of SB:FE test data can help psychologists answer the question, “How do I teach him to read?” 相似文献