全文获取类型
收费全文 | 2287篇 |
免费 | 82篇 |
国内免费 | 1篇 |
专业分类
教育 | 1615篇 |
科学研究 | 120篇 |
各国文化 | 69篇 |
体育 | 302篇 |
综合类 | 1篇 |
文化理论 | 29篇 |
信息传播 | 234篇 |
出版年
2023年 | 13篇 |
2022年 | 25篇 |
2021年 | 33篇 |
2020年 | 78篇 |
2019年 | 115篇 |
2018年 | 130篇 |
2017年 | 120篇 |
2016年 | 150篇 |
2015年 | 99篇 |
2014年 | 103篇 |
2013年 | 501篇 |
2012年 | 74篇 |
2011年 | 79篇 |
2010年 | 56篇 |
2009年 | 61篇 |
2008年 | 72篇 |
2007年 | 54篇 |
2006年 | 48篇 |
2005年 | 33篇 |
2004年 | 32篇 |
2003年 | 47篇 |
2002年 | 22篇 |
2001年 | 28篇 |
2000年 | 18篇 |
1999年 | 23篇 |
1998年 | 20篇 |
1997年 | 17篇 |
1996年 | 15篇 |
1995年 | 18篇 |
1994年 | 20篇 |
1993年 | 15篇 |
1992年 | 17篇 |
1991年 | 23篇 |
1990年 | 15篇 |
1989年 | 12篇 |
1988年 | 16篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 11篇 |
1984年 | 14篇 |
1983年 | 7篇 |
1982年 | 7篇 |
1981年 | 17篇 |
1979年 | 11篇 |
1978年 | 14篇 |
1977年 | 8篇 |
1974年 | 8篇 |
1969年 | 5篇 |
1967年 | 4篇 |
1966年 | 5篇 |
排序方式: 共有2370条查询结果,搜索用时 15 毫秒
31.
Daniel A. Menchik 《British Journal of Sociology of Education》2004,25(2):193-213
The use of the Internet in the classroom has often been characterized as a practice that disconnects the teacher from traditional forms of externally imposed influence. This paper examines this assertion by mapping the emerging field of cybereducation and considering how endemic knowledge is contextualized by national curricular authorities. The field theories of Pierre Bourdieu and Basil Bernstein are employed in order to demonstrate the relationship between expert discourse and classroom pedagogy, using the National Grid for Learning (NGfL) as a case study. This attempt to capture the dynamics of cybereducation ultimately suggests how this emergent intellectual field’s fragmentation and decoupling from State education forces offers policymakers the capacity to influence use. Progress of the UK government in integrating knowledge from an emergent educational field with its incumbent priorities is gauged, demonstrating the way in which national education officials have attempted to constrain potential departures from unregulated, officially mandated curriculum. 相似文献
32.
Three experiments have been devoted to the application of the methodology developped by Anderson, N. H. (1981, 1982) in the framework of the Information Integration Theory to the problem of the mastery by children (14 old) of the relations between the notions of mass, volume and volumic mass. It appears that, having to judge of the mass values of diverses objects from given values of volume and volumic mass, a majority of pupils are able to take account of the positive link between the mass on the one part and the volume and the volumic mass on the other part but apply an additive type integration rule. However, a minority of pupils are able to apply a normatively correct multiplicative rule. Concerning the judgements of volume values from given mass and volumic mass values, and the judgements of volumic mass values from given mass and volume values, a majority of pupils apply a soustractive integration rule. In these two cases however the integration patterns are extremely variegated. The relation between the algebraic level of analysis of the judgement data and an information processing level of analysis of the same data is discussed. The use by teachers of the paradigm presented in the study with the aim of improving upon the current evaluation methods is proposed. 相似文献
33.
This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task. 相似文献
34.
35.
Capurro D 《Health information and libraries journal》2007,24(4):287-291
Chile is in the throes of health reforms aimed at ensuring that every person with specified chronic diseases receives timely and high quality care. CITs are crucial to the achievement of this vision because they make it possible to manage information and knowledge in a more efficient way. Until a few years ago, the incorporation of CITs was limited to individual initiatives, but since 2004 there has been a master plan to coordinate this task in the public sector. Some projects are now operative but there is still a long road to travel before getting to our destination. One of the most underdeveloped areas is the clinical applications of health CITs, especially the incorporation of biomedical knowledge to clinical practice. The two biggest challenges facing the Digital Agenda for the health care system are (i) to develop a critical mass of clinicians and health related professionals with expertise in Health Informatics; and (ii) to foster technical integration of the private and public sectors of the health care market. 相似文献
36.
Allison P. Mugno Lindsay C. Malloy Daniel A. Waschbusch William E. Pelham Jr. Victoria Talwar 《Child development》2019,90(3):774-789
Children's lie-telling is surprisingly understudied among children with significant behavioral problems. In the present study, experimental paradigms were used to examine antisocial lie-telling among ethnically diverse 5- to 10-year-old children with disruptive behavior disorders (DBD; n = 71) and a typically developing (TD) comparison sample (n = 50) recruited from a southeastern state from 2013 to 2014. Children completed two games that measured the prevalence and skill of their lies: (a) for personal gain and (b) to conceal wrongdoing. Children with DBD were more likely to lie for personal gain than TD children. With age, children were more likely to lie to conceal wrongdoing, but the reverse was true regarding lies for personal gain. Results advance knowledge concerning individual differences in children's lie-telling. 相似文献
37.
Although religiosity promotes resilient outcomes in African American (AA) adolescents, there is a lack of research that examines the protective role of religious development in the context of stressful life events (SLEs). In 1,595 AA adolescents, a cohort-sequential design was used from ages 12 to 18 to examine subtypes of religiosity, as well as distinct developmental patterns within subtypes. The protective role of religious development was also examined in the context of SLEs. The study findings indicated two subtypes of religiosity—extrinsic and intrinsic religiosity—as well as low and high developmental patterns in the identified subtypes. Furthermore, the protective influence of extrinsic and intrinsic religiosity gradually diminished from age 12 to 18 in the context of SLEs. 相似文献
38.
Rees Lewis Daniel G. Gerber Elizabeth M. Carlson Spencer E. Easterday Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982
Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,... 相似文献
39.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
40.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献