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201.
202.
Wassenberg R Feron FJ Kessels AG Hendriksen JG Kalff AC Kroes M Hurks PP Beeren M Jolles J Vles JS 《Child development》2005,76(5):1092-1103
The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes. 相似文献
203.
Eva Van de gaer Heidi Pustjens Jan Van Damme Agnes De Munter 《British Journal of Sociology of Education》2006,27(3):293-309
In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ less positive relationships with teachers, less positive well‐being at school and less positive attitude towards schoolwork. Furthermore, the results showed that—in the lower tracks—boys who were the least attentive in the classroom, the least interested in learning tasks and the least motivated towards learning tasks achieved better than expected. Post‐hoc analyses revealed that these are the more intelligent boys. Possible explanations of the demotivation of the more intelligent boys in the lower tracks are discussed. 相似文献
204.
The governance of sustainable socio-technical transitions 总被引:8,自引:2,他引:8
A quasi-evolutionary model of socio-technical transitions is described in which regimes face selection pressures continuously. Differentiated transition contexts determine the form and direction of regime change in response to these pressures. The articulation of pressures, and the degree to which responses are coordinated and based on resources available within the regime, define the transition context. Four alternative contexts are described: endogenous renewal; re-orientation of trajectories; emergent transformation and purposive transitions. Agency and power in the governance of regime transformation are analysed. Power to affect change depends on regime membership, the distribution of resources for change and expectations. 相似文献
205.
Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator 总被引:12,自引:0,他引:12
David C. Rowe Kristen C. Jacobson & Edwin J. C. G. Van den Oord 《Child development》1999,70(5):1151-1162
This article examines how parental education level moderates the genetic and environmental contributions to variation in verbal IQ. Data are from 1909 non-Hispanic Whites and African American sibling pairs from the National Longitudinal Study of Adolescent Health, which obtained nationally-based samples of identical (MZ) twins, fraternal (DZ) twins, full and half siblings, cousins (in the same household), and biologically unrelated siblings. In the whole sample, the variance estimate for heritability (h2 = .57, SE = .08) was greater than that for shared environment (c2 = .13, SE = .04). Both heritability and the shared environmental estimate were moderated, however, by level of parental education. Specifically, among more highly educated families, the average h2 = .74 (SE = .10) and the average c2 = .00 (SE = .05). Conversely, among less well-educated families, heritability decreased and shared environmental influences increased, yielding similar proportions of variance explained by genetic and environmental factors, average h2 = .26 (SE = .15), and average c2 = .23 (SE = .07). 相似文献
206.
Christina E. Van Kraayenoord Jenny Barnett David Roberts Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70
This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers. 相似文献
207.
D. Van Westervelt Ph.D. Daniel C. Johnson Mark D. Westervelt Scott Murrill 《Annals of dyslexia》1998,48(1):189-212
The impact of a six-week multimodal summer camp program on the self-concept and reading/writing skills of a group of dyslexic
students (n=42) was assessed. Campers ranged in age from 9 to 14 years (mean=11 years, 5 months) and came from public, private, and specialized
private schools serving students with learning disability (LD). Twenty-six percent of the sample had a comorbid diagnoses of attention deficit disorder (ADD) and 11 percent had attention deficit hyperactivity disorder (ADHD). Campers improved significantly in phonetic reading and spelling skills, but not in sight word vocabulary or reading speed.
Campers also exhibited significant improvements in self-concept, both on a general level and in the specific areas of reading
and overall academic competence. The kinds of changes observed on the more general measures of self-concept, however, were
not the same for the various groups of campers. Campers from regular private schools and from public schools typically experienced
greater gains in general self-concept than did campers from LD private schools. Campers with diagnosed comorbid disorders
typically realized little or no gains, whereas campers without ADD or ADHD displayed significant improvement in general self-concept. 相似文献
208.
Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both
secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving
skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of
students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part
of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science.
The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving
skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who
are often girls. 相似文献
209.
Rogiers Amelie Merchie Emmelien Van Keer Hilde 《European Journal of Psychology of Education - EJPE》2020,35(2):315-332
European Journal of Psychology of Education - This study investigates the correlation between three data gathering methods for uncovering differences in secondary school students’... 相似文献
210.
Vanluydt Elien Degrande Tine Verschaffel Lieven Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):529-547
European Journal of Psychology of Education - The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they... 相似文献