全文获取类型
收费全文 | 817篇 |
免费 | 12篇 |
专业分类
教育 | 661篇 |
科学研究 | 14篇 |
各国文化 | 11篇 |
体育 | 51篇 |
文化理论 | 2篇 |
信息传播 | 90篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 11篇 |
2020年 | 9篇 |
2019年 | 19篇 |
2018年 | 34篇 |
2017年 | 25篇 |
2016年 | 27篇 |
2015年 | 20篇 |
2014年 | 28篇 |
2013年 | 205篇 |
2012年 | 22篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 19篇 |
2008年 | 23篇 |
2007年 | 25篇 |
2006年 | 24篇 |
2005年 | 25篇 |
2004年 | 22篇 |
2003年 | 14篇 |
2002年 | 24篇 |
2001年 | 18篇 |
2000年 | 7篇 |
1999年 | 13篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 12篇 |
1995年 | 8篇 |
1994年 | 10篇 |
1993年 | 11篇 |
1992年 | 11篇 |
1991年 | 18篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1973年 | 2篇 |
1935年 | 1篇 |
排序方式: 共有829条查询结果,搜索用时 9 毫秒
81.
A current interest in education is the growing awareness that the development of social and emotional skills in children is
critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a
powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood
teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically
reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting
area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2)
accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to
assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children
they teach. 相似文献
82.
Numerous studies have been conducted on the impact of dual-earner parents' employment on their children, yet the reverse process-the impact of children and their behavior on the work functioning of their parents-has been ignored. This study investigated spillover from the mother role to the work role in a sample of more than 300 families. At 4 months, 12 months, 3.5 years, and 4.5 years of age, child's difficult temperament was significantly associated with mother's work outcomes, including work role quality and rewards from combining work and family. The evidence was consistent with a structural model in which maternal sense of parenting competence and maternal depressed affect mediated these effects. 相似文献
83.
Nicoll Hunt Janet Hughes & Glenn Rowe 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):525-535
This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect. 相似文献
84.
Jesús Vázquez-Abad Nancy Brousseau Waldegg C. Guillermina Mylène Vézina Alicia D. Martínez Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232
TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned. 相似文献
85.
86.
Drawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it. 相似文献
87.
In this study, we investigated how the temporal order and variability of events influence 3- and 5-year-old children's developing event representations. Children participated in 3 different events: a logical-invariant (making fundough), a logical-variable (shape collage), and an arbitrary-invariant (sand play) event. At each age, half of the children experienced the events once prior to recalling the events both verbally and behaviorally; the other half experienced the events 4 times, recalled the events verbally after each experience, and behaviorally reenacted the events only after the last experience. Children verbally recalled more and organized their recall better for the logical events than for the arbitrary event, and these differences remained stable with increasing experience. The sequencing of behavioral recall was also more accurate for the logical events than for the arbitrary event across age and condition, but amount of recall did not differ, with one exception. 3-year-old children in the single experience condition recalled less about the variable event than the invariant events. The results indicate that both the structure of the event and children's representational capabilities influence children's developing representations of events. 相似文献
88.
Diane M. Gayeski Christine Sanchirico Janet Anderson 《Performance Improvement Quarterly》2002,15(2):15-31
As instructional design professionals are being asked more frequently to develop interventions for global environments, they must account for many complex intercultural communication and corporate globalization strategy variables. Simple rules of etiquette and stereotypes about particular cultures are tempting but dangerous assumptions upon which to base the design and delivery of training for multicultural learners. On the other hand, a full understanding of the subtle cultural differences that could impact global training is beyond the expectations to which instructional designers could reasonably be held. A more sensible approach than trying to know all the answers is knowing what questions to ask in the needs analysis and assessment phases. Based on a synthesis of literature and instantiated by several short examples, a framework for identifying important issues for instructional design and delivery in global settings is presented. 相似文献
89.
90.
Jackson R Baird W Davis-Reynolds L Smith C Blackburn S Allsebrook J 《Health information and libraries journal》2007,24(2):95-102
OBJECTIVES: The objectives of this work were to identify the sources of information currently received, information-seeking behaviours, information requirements and preferences for future information provision amongst health and social care professionals providing care to children with health care needs. METHODS: Data were collected using a cross-sectional postal questionnaire survey. RESULTS: A wide range of information resources was reported as being available to professionals. However, a large proportion of respondents found it necessary to perform additional searches for information, suggesting that current resources were not satisfying their needs. The majority of professionals reported a preference for electronic formats, whilst a smaller proportion preferred hard copy materials. Participants promoted the use of informal networks as a means of support and exchange of information. CONCLUSION: Supplementing the information that is provided in electronic and hard copy formats, by enhancing informal networks, may be the most effective way of meeting the information needs of this group of professionals. 相似文献