全文获取类型
收费全文 | 808篇 |
免费 | 24篇 |
专业分类
教育 | 686篇 |
科学研究 | 22篇 |
各国文化 | 8篇 |
体育 | 42篇 |
文化理论 | 4篇 |
信息传播 | 70篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 12篇 |
2020年 | 15篇 |
2019年 | 31篇 |
2018年 | 40篇 |
2017年 | 52篇 |
2016年 | 44篇 |
2015年 | 28篇 |
2014年 | 30篇 |
2013年 | 175篇 |
2012年 | 26篇 |
2011年 | 18篇 |
2010年 | 23篇 |
2009年 | 21篇 |
2008年 | 13篇 |
2007年 | 24篇 |
2006年 | 19篇 |
2005年 | 15篇 |
2004年 | 17篇 |
2003年 | 14篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 15篇 |
1999年 | 9篇 |
1998年 | 7篇 |
1997年 | 10篇 |
1996年 | 8篇 |
1995年 | 13篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 8篇 |
1991年 | 6篇 |
1990年 | 9篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1967年 | 2篇 |
1956年 | 2篇 |
排序方式: 共有832条查询结果,搜索用时 15 毫秒
11.
Melissa Tremblay Jacqueline Pei Denise Plesuk Aimee Muchortow Paula Mihai Rod Jordao 《International journal for the advancement of counseling》2017,39(1):82-97
There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action. 相似文献
12.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
13.
14.
15.
M G Green 《Child development》1979,50(3):666-674
3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty. 相似文献
16.
The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading. 相似文献
17.
Forty-five abusive parents (40 mothers, 5 fathers) in treatment at a large, urban medical center's child abuse program were compared on 22 parent, child, and treatment variables posited to bear on reabuse. While no one variable by itself was strongly associated with reabuse, the data indicated that interactions involving several variables (e.g., income source, marital status, and the abuser's personal abuse history) significantly differentiated between reabusers and nonreabusers. Implications of the findings for research and clinical intervention are discussed. 相似文献
18.
19.
Pauline?A.?Porcaro Denise?E.?Jackson Patricia?M.?McLaughlin Cindy?J.?O’MalleyEmail authorView authors OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357
A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %). 相似文献
20.
This updated edition of Care Practice Paper #3 presents the evidence for the benefits of continuous support in labor. The role of the doula is explained. Women are encouraged to plan for continuous support during labor and to consider including a woman experienced with childbirth among their labor support team. 相似文献