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131.
132.
Dr. Boris M. Levinson 《Journal of Jewish Education》2013,79(3):46-53
Abstract Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95. The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00. From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95. The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper). Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95. The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00. The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper). Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337. The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00. The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163. Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper. Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00. Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95. Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper. A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50. 相似文献
133.
Dr. Jerry Friedman 《Journal of Jewish Education》2013,79(2):37-39
Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute. We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues. 相似文献
134.
John E. Roueche Dr. Oscar G. Mink Michael L. Abbott 《Community College Journal of Research & Practice》2013,37(2):111-118
Abstract This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals. 相似文献
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137.
Dr. Kathleen Dailey 《Early Childhood Education Journal》1997,24(4):223-227
Show and tell is a common activity in many early childhood settings yet many teachers question its value. The purpose of this
article is to review the benefits and limitations of the traditional approaches to show and tell and to present an alternative
approach based upon appropriate practices that was implemented in a multi-age classroom of 3- to 5-year-old children. 相似文献
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139.
Dr. Nora Gaupp Dr. Tilly Lex Birgit Reißig 《Zeitschrift für Erziehungswissenschaft》2008,11(3):388-405
Young people who leave school without obtaining a secondary school certificate bear an increased risk of not completing vocational training and being excluded from stable employment in their working life. However, some of these young people do achieve access to vocational training and employment. Based on a longitudinal study of school-to-work transitions of a representative sample of graduates from Praxisklassen in Bavaria (a course especially designed for potential school drop outs at the lower secondary school – Hauptschule), patterns of transition that lead into vocational training and employment are compared with patterns that end up in exclusion from education, training and employment. Determinants of successful transitions, which can be targeted by pedagogical measures, are inter alia: participation in internships in enterprises during the last year of schooling, help and support received from parents and professional career guidance. However, besides these influential factors, regional labor market conditions are important for a successful school-to-work transition. This close link to the labor market ultimately limits the effects of educational interventions. 相似文献
140.
Dr. Friedrich-Wilhelm Schrader Prof. Dr. Andreas Helmke Prof. Dr. Ingmar Hosenfeld 《Zeitschrift für Erziehungswissenschaft》2008,11(1):7-29
Keyword: Development of Competencies During Elementary School. The development of scholastic competencies is a topic discussed in the cross-section between the fields of developmental psychology, education, and educational psychology. This article will attempt an overview of the development of competencies during elementary school. After a conceptual clarification of the term competency, the focus will turn to the development of scholastic competencies at elementary school level from a development psychology perspective. Following this, the developmental changes within four basic competence domains, which are central topics of current research, are described: reading, writing, mathematics, and science. Factors affecting the development of scholastic competencies are then discussed, including individual (intelligence, prior knowledge, language) as well as environmental determinants (family, quality of instruction, classroom composition). General as well as differential changes in the four domains are described and illustrated by empirical research results. 相似文献