全文获取类型
收费全文 | 1836篇 |
免费 | 36篇 |
专业分类
教育 | 1408篇 |
科学研究 | 81篇 |
各国文化 | 5篇 |
体育 | 228篇 |
综合类 | 1篇 |
文化理论 | 42篇 |
信息传播 | 107篇 |
出版年
2023年 | 15篇 |
2022年 | 34篇 |
2021年 | 40篇 |
2020年 | 55篇 |
2019年 | 129篇 |
2018年 | 151篇 |
2017年 | 133篇 |
2016年 | 140篇 |
2015年 | 63篇 |
2014年 | 83篇 |
2013年 | 352篇 |
2012年 | 60篇 |
2011年 | 40篇 |
2010年 | 56篇 |
2009年 | 39篇 |
2008年 | 32篇 |
2007年 | 31篇 |
2006年 | 27篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 24篇 |
2002年 | 23篇 |
2001年 | 19篇 |
2000年 | 10篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 15篇 |
1996年 | 10篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 8篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1982年 | 8篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1972年 | 6篇 |
1966年 | 4篇 |
1957年 | 5篇 |
1956年 | 5篇 |
排序方式: 共有1872条查询结果,搜索用时 15 毫秒
851.
Individuation of Turkish immigrant youth – This study focuses on the relationship between interethnic friendships and individuation processes of Turkish immigrant youth. According to the individuation theory and additional information drawn from former research, interethnic friendships should influence the development of these adolescents’ autonomy. Data from 449 Turkish adolescents living in Germany (age 12 to 17) were used to test the theoretical model and give first insights into the relationship between Turkish-German friendships and individuation of immigrant youth. Results show that Turkish youth with German friends tend to develop different strives for autonomy. Yet, these conceptions of autonomy only effect family cohesion modestly. 相似文献
852.
Intra‐individual variability of cognitive measures, such as verbal and spatial ability tests, has frequently been reported to typify learning disabled children. To test the generality of such findings, longitudinal data from a large representative and non‐clinical sample of Swedish children (n = 812) were analysed. At age 10, the children were tested with a Swedish intelligence scale. At age 13, basic academic skills were measured by standardised achievement tests. Typical cognitive profile types, based on the verbal and spatial intelligence subtests, were identified through cluster analyses (CLUSTAN) of the girl and boy samples separately. The satisfactory solution arrived at was a five‐cluster representation for the girls (n = 497) and an eight‐cluster representation for the boys (n = 497). For both sexes, verbally as well as spatially oriented profiles emerged. However, the verbal orientation was more pronounced for girls, whereas the boys displayed greater variability and stronger spatial orientation. General intelligence at age 10 was a strong predictor for basic skills at age 13 (r > 0.70). Verbally strong children tended to achieve better than predicted by their overall level of intelligence, whereas spatially oriented children showed a less favourable development in basic academic skills. The results are discussed in relation to neuropsychologically‐based models of reading disability and theories of language and development. 相似文献
853.
Eva Hjörne 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):540-552
ABSTRACTAccess to public education that provides equal opportunities for all is a democratic right for every person living in Sweden. In addition, every child should as far as possible be included in the mainstream school. An official story that is taken for granted in Sweden is that an extremely low proportion of children are in need of special support, since there is no categorisation system in the official statistics. However, the results from the interviews of a number of key informants in the Swedish school system and several research studies show the opposite; the proportion of children categorised in practice as being in need of special support has increased dramatically, especially the group of children assigned with neuropsychiatric diagnoses for example Attention Deficit Hyperactivity Disorder. This paper explores the implications of growing segregation of children with special educational needs for the idea of an inclusive education system. 相似文献
854.
Heba A. Mohtady Karen D. Könings Jeroen J. G. van Merriënboer 《Mentoring & Tutoring: Partnership in Learning》2016,24(4):306-317
Informal mentoring is based on a natural match between a junior individual and a senior one who share mutual interests. It usually aids in the professional and personal development of both parties involved. We reviewed the literature regarding factors that make informal mentoring effective within the medical realm, by searching a major academic search engine, Web of Knowledge, for the term “informal mentor*”. Our main research questions concerned the factors that lead to a successful informal mentorship process. A salient finding arising is that the success of informal mentorships hinges on the communication skills of mentor and protégé, their level of commitment, and the chemistry between the partakers. Good informal mentorships impose requirements on both mentors and protégés and rest on shared expectations. 相似文献
855.
Lisa Paleczek Susanne Seifert Martin Schöfl 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2145-2161
Practitioner notes
What is already known about this topic- Proper assessment is the basis of individualised support.
- Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
- In German-speaking countries, digitalisation has barely reached kindergarten.
- The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.
- GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
- GraWo-KiGa is practical in use for both children and kindergarten teachers.
- Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.
- Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
- In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
- Digital assessments enable rapid and targeted allocation of children to support programmes.
856.
Science & Education - Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from... 相似文献
857.
858.
AbstractThis study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction. 相似文献
859.
Vanessa A. Völlinger Nadine Spörer Dirk Lubbe Joachim C. Brunstein 《The Journal of educational research》2018,111(6):733-745
This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements. 相似文献
860.