全文获取类型
收费全文 | 653篇 |
免费 | 13篇 |
国内免费 | 1篇 |
专业分类
教育 | 514篇 |
科学研究 | 69篇 |
各国文化 | 9篇 |
体育 | 17篇 |
文化理论 | 4篇 |
信息传播 | 54篇 |
出版年
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 17篇 |
2018年 | 22篇 |
2017年 | 26篇 |
2016年 | 13篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 158篇 |
2012年 | 11篇 |
2011年 | 11篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 8篇 |
2007年 | 7篇 |
2006年 | 16篇 |
2005年 | 11篇 |
2004年 | 11篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 9篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 11篇 |
1996年 | 9篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 4篇 |
1987年 | 12篇 |
1986年 | 9篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 5篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1973年 | 4篇 |
1900年 | 5篇 |
1877年 | 5篇 |
1865年 | 4篇 |
1828年 | 3篇 |
排序方式: 共有667条查询结果,搜索用时 15 毫秒
131.
132.
133.
Sheila J. Cunningham Joanne L. Brebner Francis Quinn David J. Turk 《Child development》2014,85(2):808-823
The self‐reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self‐ or other‐image paired with a concrete object. In Study 1, 4‐ to 6‐year‐old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self‐paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self‐paired items. These findings are discussed with reference to mechanisms that ensure information of potential self‐relevance is reliably encoded. 相似文献
134.
135.
Becky Francis 《British Journal of Sociology of Education》1999,20(3):355-371
The responses of secondary-school students to the claims of ex-Education Minister Stephen Byers concerning 'laddish behaviour' on the part of boys are examined. The data is drawn from an ESRC-funded study of 14-16-year-old students' constructions of gender, learning, and future educational and occupational pathways. The extent to which boys' classroom behaviour was constructed as 'laddish' by students is discussed, and the discourses pervading these constructions are analysed. It is reported that the majority of students supported Byers' argument that boys' 'laddish' behaviour is impeding their learning, and that girls and boys drew on different gender discourses to support their arguments. 相似文献
136.
Jake Anders Francis Green Morag Henderson Golo Henseke 《British Educational Research Journal》2020,46(5):967-992
For those who grew up in Britain in the latter half of the twentieth century, there is known to be a strong association between social class or family income and attending a private school. However, increasing private school fees and promotion of school choice in the state sector have potential implications for the predictors of participation in private schooling in the twenty-first century. In this article, through analysis of rich, longitudinal data from a recent, representative birth cohort study, we provide new evidence on this issue. Given the high and rising fees required to send a child to private school, one might think that the decision is entirely connected with financial resources. However, while these remain an important factor, we argue that other determinants are also important. In particular, we highlight the importance of parental values and geographical proximity to high-quality state school alternatives: a one standard deviation increase in levels of parental traditional values is associated with a 2.5 percentage point higher probability of their child attending a private school, while each minute of additional travel time to the nearest state school judged ‘Outstanding’ by England’s schools inspectorate is associated with a 0.2 percentage point higher probability of attending a private school. We also examine the characteristics of those who ‘mix and match’ state and private schooling, noting their similarity to private school attendees in terms of their values but lower levels of financial resources. 相似文献
137.
The aim of the present study was to determine the effect of post-exercise ingestion of a unique, high molecular weight glucose polymer solution, known to augment gastric emptying and post-exercise muscle glycogen re-synthesis, on performance during a subsequent bout of intense exercise. On three randomized visits, eight healthy men cycled to exhaustion at 73.0% (s = 1.3) maximal oxygen uptake (90 min, s = 15). Immediately after this, participants consumed a one-litre solution containing sugar-free flavoured water (control), 100 g of a low molecular weight glucose polymer or 100 g of a very high molecular weight glucose polymer, and rested on a bed for 2 h. After recovery, a 15-min time-trial was performed on a cycle ergometer, during which work output was determined. Post-exercise ingestion of the very high molecular weight glucose polymer solution resulted in faster and greater increases in blood glucose (P < 0.001) and serum insulin (P < 0.01) concentrations than the low molecular weight glucose polymer solution, and greater work output during the 15-min time-trial (164.1 kJ, s = 21.1) than both the sugar-free flavoured water (137.5 kJ, s = 24.2; P < 0.05) and the low molecular weight glucose polymer (149.4 kJ, s = 21.8; P < 0.05) solutions. These findings could be of practical importance for athletes wishing to optimize performance by facilitating rapid re-synthesis of the muscle glycogen store during recovery following prolonged sub-maximal exercise. 相似文献
138.
Anthony JL Williams JM McDonald R Corbitt-Shindler D Carlson CD Francis DJ 《Annals of dyslexia》2006,56(2):239-270
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play
important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological
processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor
analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other.
Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter
sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally,
general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the
importance of PPAs in the early literacy development of native Spanish speaking preschool children. 相似文献
139.
Frances Lawrenz Nathan B. Wood Allison Kirchhoff Nam Keol Kim Arthur Eisenkraft 《科学教学研究杂志》2009,46(9):961-976
Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables that may impact student physics achievement. This study examined the effect of different student and teacher/classroom level variables on student understanding of physics concepts using hierarchical linear modeling (HLM), a regression based technique. The data were collected from 68 different teachers and 3,119 students who were using a reform curriculum, Active Physics. Teachers and students completed surveys asking about their beliefs, their classes and their personal characteristics. Students also completed a physics achievement test. The data show that students of teachers who used Active Physics for a greater portion of the year scored higher on the achievement test than did students of teachers who did not use the curriculum as much. Furthermore, the data show that the achievement gap was narrowed between boys and girls and between students with different attitudes toward physics. Additionally teachers who received inservice instruction on how to implement Active Physics narrowed the gap between students with different views of their classroom involvement. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 961–976, 2009 相似文献
140.
To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for 2 hours per day for 8 weeks and was based on the Phono-Graphix program. The fluency intervention followed the decoding intervention and involved 1 hour of daily instruction for 8 weeks based on the Read Naturally program. The 16-week intervention resulted in significant improvement in reading decoding, fluency, and comprehension. Although individual responses to the intervention were variable, 12 of the 27 students showed a significant response to these interventions. Students who had participated in previous Tier 1 plus Tier 2 interventions but remained impaired had a stronger response to intervention in the current study than students who had previously participated only in Tier 1 intervention and students who had not received prior intervention outside of special education. 相似文献