全文获取类型
收费全文 | 373篇 |
免费 | 13篇 |
专业分类
教育 | 310篇 |
科学研究 | 24篇 |
各国文化 | 4篇 |
体育 | 15篇 |
信息传播 | 33篇 |
出版年
2023年 | 5篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 8篇 |
2017年 | 17篇 |
2016年 | 12篇 |
2015年 | 11篇 |
2014年 | 12篇 |
2013年 | 87篇 |
2012年 | 15篇 |
2011年 | 6篇 |
2010年 | 5篇 |
2009年 | 10篇 |
2008年 | 10篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1965年 | 4篇 |
1963年 | 3篇 |
1932年 | 2篇 |
1928年 | 2篇 |
1927年 | 3篇 |
1925年 | 3篇 |
1924年 | 2篇 |
1847年 | 2篇 |
排序方式: 共有386条查询结果,搜索用时 187 毫秒
81.
Jesse H. Holmes Ph. D. 《Religious education (Chicago, Ill.)》2013,108(1):37-40
Catherine Beebe has written numerous short stories and articles and fifteen books for Catholic children. She is a library consultant to Catholic schools and is a member of the Gallery of Living Catholic Authors. (Copyright in this article is held by Catherine Beebe) 相似文献
82.
Brian Holmes 《European Journal of Education》2013,48(1):97-112
A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience. 相似文献
83.
Leonard A. Annetta Meng‐Tzu Cheng Shawn Holmes 《Research in Science & Technological Education》2013,31(2):101-114
As twenty‐first century skills become a greater focus in K‐12 education, an infusion of technology that meets the needs of today’s students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi‐experimental, qualitative design assessed the twenty‐first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time‐on‐task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty‐first century skills while being engrossed in the embedded science content. 相似文献
84.
Paul Boxer L. Rowell Huesmann Eric F. Dubow Simha F. Landau Shira Dvir Gvirsman Khalil Shikaki Jeremy Ginges 《Child development》2013,84(1):163-177
Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior. 相似文献
85.
Ginger Malin 《Clearing house (Menasha, Wis.)》2013,86(4):121-125
In order to comprehend and ultimately enjoy reading a text, a reader must first be engaged in it. However, many high school students have difficulty engaging with texts for a variety of reasons. This study was interested in innovative solutions to this problem and examined the educational and aesthetic value of a particular digital video reading aid designed to help engage high school students in reading literature. Results suggested that this reading solution did indeed engage these students in the text while also helping them comprehend, critically analyze, and enjoy the reading experience as a whole. Additionally, these students positively responded to a bonus literature discussion section, thereby suggesting their desire to co-construct meanings with other readers. 相似文献
86.
87.
88.
Ashley M. Groh Cathi Propper Roger Mills-Koonce Ginger A. Moore Susan Calkins Martha Cox 《Child development》2019,90(2):489-505
In a sample of 127 mother–infant dyads, this study examined the predictive significance of mothers' physiological and observed emotional responding within distressing and nondistressing caregiving contexts at 6 months for infant attachment assessed with Fraley and Spieker's (2003) dimensional approach and the categorical approach at 12 months. Findings revealed that a lesser degree of maternal respiratory sinus arrhythmia withdrawal and higher levels of maternal neutral (vs. positive) affect within distressing (vs. nondistressing) caregiving contexts were distinctive antecedents of avoidance versus resistance assessed dimensionally (but not categorically), independent of maternal sensitivity. Discussion focuses on the usefulness of examining mothers' physiological and affective responding, considering the caregiving context, and employing the dimensional approach to attachment in identifying unique antecedents of patterns of attachment insecurity. 相似文献
89.
90.