全文获取类型
收费全文 | 1051篇 |
免费 | 19篇 |
国内免费 | 1篇 |
专业分类
教育 | 839篇 |
科学研究 | 82篇 |
各国文化 | 11篇 |
体育 | 29篇 |
文化理论 | 4篇 |
信息传播 | 106篇 |
出版年
2021年 | 10篇 |
2020年 | 16篇 |
2019年 | 22篇 |
2018年 | 33篇 |
2017年 | 41篇 |
2016年 | 27篇 |
2015年 | 20篇 |
2014年 | 21篇 |
2013年 | 296篇 |
2012年 | 16篇 |
2011年 | 21篇 |
2010年 | 26篇 |
2009年 | 27篇 |
2008年 | 20篇 |
2007年 | 17篇 |
2006年 | 23篇 |
2005年 | 22篇 |
2004年 | 18篇 |
2003年 | 14篇 |
2002年 | 15篇 |
2001年 | 12篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 16篇 |
1996年 | 16篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 9篇 |
1992年 | 12篇 |
1991年 | 8篇 |
1990年 | 15篇 |
1989年 | 16篇 |
1988年 | 7篇 |
1987年 | 12篇 |
1986年 | 13篇 |
1985年 | 8篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 6篇 |
1981年 | 11篇 |
1980年 | 10篇 |
1979年 | 12篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 9篇 |
1975年 | 8篇 |
1974年 | 8篇 |
1973年 | 6篇 |
1900年 | 5篇 |
1877年 | 5篇 |
排序方式: 共有1071条查询结果,搜索用时 15 毫秒
51.
52.
Frances Hoyte Jane Torr Sheila Degotardi 《International Journal of Early Years Education》2015,23(1):17-30
Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is realised is through linguistic expressions which allow speakers to moderate the degree of certainty about the truth of propositions (expressions of possibility) and the degree of necessity with respect to proposals (expressions of obligation). No research has explored the relationship between friendship and children's use of modality. This paper reports on the use of both types of modal expression during play between five- and six-year-old children in two friendship contexts. Results showed that possibility expressions occurred at similar rates in both contexts while obligation expressions occurred significantly more often in play in high-level friendships than in low-level friendships. Findings suggest that in high-level friendships modality was used cohesively to create and extend pretend play, whereas in low-level friendships it was used to regulate behaviour. Because modal expressions are important resources for managing interpersonal relationships, for talking about ideas and situations beyond the here and now and for writing for a non-present audience, our findings provide valuable insights for educators of young children. 相似文献
53.
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures. 相似文献
54.
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers. 相似文献
55.
Partnerships can be found in many areas of social and economic life. These arrangements have become particularly prevalent in research and development activities where organizations increasingly seek partners to complement their own technological capabilities. R&D partnerships, however, are fraught with challenges because the conditions for optimum effectiveness and efficiency of cooperation are still not fully understood. Academic partnerships are also very common and offer a fertile ground for investigation. 相似文献
56.
57.
58.
59.
Kimberly J. OMalley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献
60.