全文获取类型
收费全文 | 565篇 |
免费 | 17篇 |
专业分类
教育 | 476篇 |
科学研究 | 19篇 |
各国文化 | 8篇 |
体育 | 27篇 |
文化理论 | 5篇 |
信息传播 | 47篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 10篇 |
2018年 | 20篇 |
2017年 | 17篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 14篇 |
2013年 | 133篇 |
2012年 | 19篇 |
2011年 | 20篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 13篇 |
2007年 | 16篇 |
2006年 | 16篇 |
2005年 | 23篇 |
2004年 | 11篇 |
2003年 | 3篇 |
2002年 | 32篇 |
2001年 | 16篇 |
2000年 | 18篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1940年 | 1篇 |
1862年 | 1篇 |
1857年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有582条查询结果,搜索用时 15 毫秒
141.
Five children and five families Scholastic Book Series, 904 Sylvan Avenue Englewood Cliffs, N.J. 07632 The Bowmar nature series: The ways off plants Bowmar Publishing Corporation 4563 Colorado Los Angeles, CA 90039 Science experiences for young children Rosemary Althouse and Cecil Main, Jr. Teachers College Press Teachers College, Columbia University New York and London, 1975 1234 Amsterdam, N. Y. 10029 Walker Plays: Mythology Curriculum Associates 6 Henshaw Street Woburn. Mass. 01801 相似文献
142.
143.
Patrick T. Davies Lucia Q. Parry Sonnette M. Bascoe Meredith J. Martin E. Mark Cummings 《Child development》2019,90(6):2118-2134
This study tested whether the strength of the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems depended on the quality of their sibling relationships. Using a multimethod approach, 236 adolescents (Mage = 12.6 years) and their parents participated in three annual measurement occasions. Tests of moderated mediation revealed that indirect paths among interparental conflict, insecurity, and psychological problems were significant for teens with low, but not high, quality bonds with siblings. High-quality (i.e., strong) sibling relationships conferred protection by neutralizing interparental conflict as a precursor of increases in adolescent insecurity. Results did not vary as a function of the valence of sibling relationship properties, adolescent sex, or gender and age compositions of the dyad. 相似文献
144.
This paper reviews the pattern and organisation of governors' meetings and their effectiveness for managing the new environment established by the 1988 Education Reform Act. It suggests that the move towards a sub‐committee structure may be counter‐productive in educational terms. A different approach is put forward which may be more appropriate for primary and most secondary governing bodies. The paper goes on to suggest a training strategy which facilitates the team approach that it is necessary for the partners in the process, i.e. governors, head and officers/advisers, to adopt. This draws heavily on the training approach adopted in Leicestershire. 相似文献
145.
146.
Richard Tucker Gayle Morris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):904-915
This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts. 相似文献
147.
Susanne Gannon Cristyn Davies 《Changing English: An International Journal of English Teaching》2007,14(1):87-98
Research in the UK, USA and Australia confirms that secondary English practising and pre‐service teachers are typically characterised as great readers. Indeed the subject position of English teacher entails a ‘love’ of reading (Peel, R., Patterson, A. & Gerlach (Eds), 2000). However there is no corollary with writing. Few English teachers are simultaneously ‘writers’ in any sustained, pleasurable or publicly successful ways. This paper examines data gathered from pre‐service secondary English teachers and from experienced teachers who are also writers about their own writing practices and experiences and looks at the relationship between these issues of affect and pedagogy. Embodied and positive affects—characterised as ‘love’, ‘passion’ and ‘immersion’ in writing—are prominent features of the stories told by accomplished writers. Love of ‘the word’, including a love of reading, and a productive tension between form and freedom, are further threads in the discursive textures of their stories of coming to writing. 相似文献
148.
Marschark M Convertino CM Macias G Monikowski CM Sapere P Seewagen R 《American annals of the deaf》2007,152(4):415-424
Classroom communication between deaf students was modeled using a question-and-answer game. Participants consisted of student pairs that relied on spoken language, pairs that relied on American Sign Language (ASL), and mixed pairs in which one student used spoken language and one signed. Although the task encouraged students to request clarification of messages they did not understand, such requests were rare, and did not vary across groups. Face-to-face communication was relatively poor in all groups. Students in the ASL group understood questions more readily than students who relied on oral communication. Although comprehension was low for all groups, those using oral communication provided more correct free responses, although the numbers were low; no significant differences existed for multiple-choice responses. Results are discussed in terms of the possibility that many deaf students have developed lower criteria for comprehension, and related challenges for classroom communication access. 相似文献
149.
This paper examines the use of Response to Intervention (RTI) in early childhood programs, more specifically in preschool
settings. The paper proposes that RTI in preschool could focus on alleviating risk factors as it relates to social emotional
competence, and reduction of challenging behaviors during early childhood years. A case-study in which RTI is used for challenging
behaviors of a child is examined. Further, recommendations for practice in application of Positive Behavior Support (PBS)
in preschool are made. 相似文献
150.
This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period. 相似文献