全文获取类型
收费全文 | 819篇 |
免费 | 25篇 |
专业分类
教育 | 642篇 |
科学研究 | 42篇 |
各国文化 | 12篇 |
体育 | 39篇 |
文化理论 | 10篇 |
信息传播 | 99篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 40篇 |
2016年 | 27篇 |
2015年 | 15篇 |
2014年 | 23篇 |
2013年 | 244篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 12篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 4篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 13篇 |
1991年 | 8篇 |
1990年 | 14篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 9篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1923年 | 3篇 |
1922年 | 3篇 |
1915年 | 3篇 |
排序方式: 共有844条查询结果,搜索用时 15 毫秒
111.
112.
Julie Davis 《Environmental Education Research》2009,15(2):227-241
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap. 相似文献
113.
114.
Reform efforts have emphasized the need to support teachers' learning about reform‐oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student and teacher learning. However, little is known about the extent to which existing curriculum materials provide support for teachers and the ways they can be improved. In this study, eight sets of high school biology curriculum materials were reviewed to determine their potential for promoting teacher learning. Design heuristics for educative curriculum materials were adapted for use as evaluation criteria. From this analysis, several themes emerged. First, the materials tended to provide support for teachers' subject matter knowledge and pedagogical content knowledge for students' ideas (e.g., misconceptions) but rarely for their pedagogical content knowledge of scientific inquiry. Second, the materials contained several implementation guidance supports but far fewer rationales for instructional decisions, which are an important feature of educative curriculum materials. Finally, the quality of support varied widely, differing in its degree of relevance, pedagogical helpfulness, and depth. The article concludes with recommendations for the redesign of existing curriculum materials. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 977–998, 2009 相似文献
115.
The attenuation of an LiCl-induced conditioned taste aversion (CTA) by LiCl preexposure is mediated primarily by associative blocking via injection-related cues. Given that preexposure to morphine attenuates morphine-induced CTAs, it was of interest to determine whether injection cues also mediate this effect. Certain morphine-induced behaviors such as analgesic tolerance are controlled associatively, via injection-related cues. Accordingly, animals in the present experiments were preexposed to morphine (or vehicle) every other day for five total exposures, followed by an extinction phase, in which the subjects were given saline injections (or no treatment) for 8 (Experiment 1) or 16 (Experiment 2) consecutive days. All of the animals then received five CTA trials with morphine (or vehicle). The morphine-preexposed animals in Experiment 1 displayed an attenuation of the morphine CTA that was unaffected by extinction saline injections, suggesting that blocking by injection cues during morphine preexposure does not mediate this effect. All of the morphine-preexposed subjects in Experiment 2 displayed a weakened preexposure effect, an effect inconsistent with a selective extinction of drug-associated stimuli. The attenuating effects of morphine preexposure in aversion learning are most likely controlled by nonassociative mechanisms, like drug tolerance. 相似文献
116.
We formulate a distinctly 'political liberal' conception of mutual respect, which we call 'civic respect', appropriate for governing the public political relations of citizens in pluralist democratic societies. A political liberal account of education should aim at ensuring that students, as future citizens, learn to interact with other citizens on the basis of civic respect. While children should be required to attend educational institutions that will inculcate in them the skills and concepts necessary for them to be free and equal citizens, parents should be granted as much freedom as is compatible with the requirements of civic respect to raise their children in accordance with their respective 'comprehensive doctrines' (systems of beliefs and values, including religious doctrines). We consider an objection to our position drawn from the account of upbringing recently advanced by Matthew Clayton, namely, that the conception of civic respect that we advance rests on an implausible view about the limited scope of the requirements of political justice. We develop an account of the 'basic structure of society' as the appropriate subject of political justice that can overcome this objection. 相似文献
117.
Drawing on results from psychology and from cultural and linguistic studies, we argue for an increased focus on developing
quantity sense in school mathematics. We explore the notion of “feeling number”, a phrase that we offer in a twofold sense—resisting
tendencies to feel numb-er (more numb) by developing a feeling for numbers and the quantities they represent. First, we distinguish
between quantity sense and the relatively vague notion of number sense. Second, we consider the human capacity for quantity
sense and place that in the context of related cultural issues, including verbal and symbolic representations of number. Third
and more pragmatically, we offer teaching strategies that seem helpful in the development of quantity sense coupled with number
sense. Finally, we argue that there is a moral imperative to connect number sense with such a quantity sense that allows students
to feel the weight of numbers. It is important that learners develop a feeling for number, which includes a sense of what
numbers are and what they can do. 相似文献
118.
Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study was to develop a better understanding of the ways in which preservice elementary teachers mobilize and adapt existing science curriculum materials to plan inquiry‐oriented science lessons. Using quantitative methods, we investigated preservice teachers' curriculum design decision‐making and how their decisions influenced the inquiry orientations of their planned science lessons. Findings indicate that preservice elementary teachers were able to accurately assess how inquiry‐based existing curriculum materials are and to adapt them to make them more inquiry‐based. However, the inquiry orientations of their planned lessons were in large part determined by how inquiry‐oriented curriculum materials they used to plan their lessons were to begin with. These findings have important implications for the design of teacher education experiences that foster preservice elementary teachers' pedagogical design capacities for inquiry, as well as the development of inquiry‐based science curriculum materials that support preservice and beginning elementary teachers to engage in effective science teaching practice. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:820–839, 2010 相似文献
119.
Dannielle Joy Davis 《The Urban Review》2010,42(2):143-158
In this study, I examine academic influences of the Committee on Institutional Cooperation Summer Research Opportunity Program’s
mentoring component. Interviews with African American undergraduate student participants of the faculty–student mentoring
initiative suggest mentorship’s influence upon the academic experiences of participants and illustrate the importance of faculty-directed
research in preparing racial minorities for graduate education. 相似文献
120.
We examine the announcements of high tech mergers using a relatively new proxy for growth options we call “growth to book.” We find this adds significantly to help explain the premiums paid and announcement period abnormal returns when acquiring tech targets. Higher synergies are expected by managers and investors when targets have low growth options and acquirers have high growth options, resulting in higher premiums paid and either less negative or more positive abnormal returns. However, we find significant variation in the results by the relative size of the target and when low growth to book (GTB) firms acquire. While high GTB acquirers tend to pay more in premiums, low GTB acquirers can pay higher premiums and receive some of the most negative returns at announcement. We find evidence some acquisitions are motivated by desperation as these acquirers have the lowest GTB and do a disproportionate number of the relatively largest deals, receiving the worst abnormal returns at announcement. 相似文献