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Esther Burkitt 《教育心理学》2018,38(1):75-98
The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months–7 years 2 months and 7 years 3 months–8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children’s verbal reports and adults’ observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules. 相似文献
344.
The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject’s final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them. 相似文献
345.
Herbert A. Lubs Mark Rabin Esther Feldman Bonnie J. Jallad Alexander Kushch Karen Gross-Glenn Ranjan Duara R. C. Elston 《Annals of dyslexia》1993,43(1):44-60
In addition to providing information on the inheritance of dyslexia, the present study of eleven three-generation families
has provided a unique opportunity to compare affected and unaffected family members at all ages. The data presented here are
based on pedigree information, a questionnaire administered to all participating family members in relation to sex ratio,
handedness, the severity of dyslexia by sex, pre- and perinatal complications, medical complications, years of education and
earning ability, and a battery of standardized tests to define the presence or absence of dyslexia. The pattern of inheritance
was consistent with the postulated autosomal dominant mode of inheritance and penetrance was found to be > 90 percent. Of
73 individuals determined to have a gene leading to dyslexia, seven were classified as obligate carriers and six as compensated
adults who had no current symptoms or diagnostic evidence of dyslexia. The sex ratio (1.06) was not different from the expected
ratio of 1.04. Left-handedness, major pre- and perinatal complications, and autoimmune disorders and allergy were not more
common in dyslexics than non-dyslexics. The number of years of education and average income were similar in affected and unaffected
family members. Compensated adults and obligate carriers were similar to unaffected family members in each of these parameters. 相似文献
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Dina?Tirosh Pessia?Tsamir Esther?LevensonEmail author Michal?Tabach 《Journal of Mathematics Teacher Education》2011,14(2):113-131
Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls
for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional
development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of
equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge
as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program
included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more
flexible and to give more possible answers than students of non-participating teachers. 相似文献
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In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献