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481.
Paul F. Burton 《Learned Publishing》1990,3(1):65-65
482.
This paper describes the development of a nonlinear “black box” electrical model of a static thermal mesquite wood physical system. The effects of borer activity, bark, wood composition and other factors on the ignition parameters of the mesquite wood were included in the model. The model predicted temperatures (surface and internal) of a stem of mesquite with respect to time for a given constant thermal environment. 相似文献
483.
484.
485.
Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt
University. 相似文献
486.
伯顿·K·利姆 《自然科学博物馆研究》2018,(1):71-76
皇家安大略博物馆融合自然历史和世界文化于一身,藏品超过1250万件,大量开展国际范围的研究。2017年参观人数超过130万人次。该馆设有27个永久的世界文化和自然历史展厅、2个儿童动手实践探索展厅和4个用于临时展览的展区。该馆收集了两只鲸鱼的骨架,将其中一只鲸鱼的心脏做塑化处理后在主展厅展出,将在加拿大各地和其他国家和地区进行巡回展出。 相似文献
487.
The association between cortisol and behavioral reactivity to a medical heel stick and a neurobehavioral exam was examined in 100 healthy African American neonates, who have been underrepresented in this area of research. Using continuous measures, behavioral distress was associated with cortisol reactivity to both stressors. High levels of behavioral distress, however, were associated with cortisol reactivity only in response to the neurobehavioral exam. In contrast, low levels of behavioral distress were associated with cortisol reactivity only in response to the heel stick. The results highlight potentially important parameters for exploring the relation between biological and behavioral reactivity to stress such as the operationalization of behavioral distress and the context in which a stress response is elicited. 相似文献
488.
Mark O’Brien Tünde Varga-Atkins Diana Burton Anne Campbell Anne Qualter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):211-242
This paper draws on the findings of a research project funded by the Liverpool City of Learning consortium in the UK. The aim is to explore the process of introduction of ten authority wide learning networks, the impact these have on school professionals practice, the opportunities they offer for CPD and the extent to which they may impact on pupil learning. The research presented here draws on findings from a questionnaire distributed to school professionals and key issues emerging from their analysis point to the influence of national government agendas on school professionals’ interpretation of the purpose of the networks. They also point to the views of staff regarding the impact of the attainment agenda as well as the extent to which an increased emphasis on social inclusion and wider understandings of learning and achievement (which are less well represented by results-based performance monitoring) are having on their hopes for what Learning Networks might deliver. The expectations of staff of the opportunities offered by learning networks for long term professional development provide some interesting insights, and perhaps, some useful pointers as to how networks of this kind might develop in the future. 相似文献
489.
Grace Onchwari Jacqueline Ariri Onchwari Jared Keengwe 《Early Childhood Education Journal》2008,36(3):267-273
Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand
challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article
various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant
children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed.
Some suggestions for practice are also provided. 相似文献
490.
Nicole L. Thompson Dwight Hare Tracie T. Sempier Cathy Grace 《Early Childhood Education Journal》2008,35(5):397-404
This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators
who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific
curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining
their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country
have been explained. A brief historical overview of Indian education has been included.
The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents
do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by
the Federal Government. 相似文献