全文获取类型
收费全文 | 1062篇 |
免费 | 24篇 |
专业分类
教育 | 823篇 |
科学研究 | 43篇 |
各国文化 | 18篇 |
体育 | 67篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 127篇 |
出版年
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 10篇 |
2020年 | 23篇 |
2019年 | 37篇 |
2018年 | 39篇 |
2017年 | 56篇 |
2016年 | 53篇 |
2015年 | 27篇 |
2014年 | 43篇 |
2013年 | 239篇 |
2012年 | 22篇 |
2011年 | 33篇 |
2010年 | 36篇 |
2009年 | 30篇 |
2008年 | 36篇 |
2007年 | 29篇 |
2006年 | 22篇 |
2005年 | 18篇 |
2004年 | 25篇 |
2003年 | 27篇 |
2002年 | 15篇 |
2001年 | 16篇 |
2000年 | 20篇 |
1999年 | 17篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 12篇 |
1988年 | 10篇 |
1987年 | 10篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 5篇 |
1981年 | 10篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 4篇 |
1970年 | 4篇 |
1969年 | 4篇 |
排序方式: 共有1086条查询结果,搜索用时 15 毫秒
961.
Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks an increase in the awareness of complex, or “mixed,” emotions. Eighty-three female participants (aged 9–16 years) were divided into three groups according to a self-report measure of puberty stage (early-, mid- and post-puberty). Participants were presented with emotional scenarios, and used four linear scales to rate their emotional response to each scenario. Scenarios were designed to evoke social emotions (embarrassment or guilt) or basic emotions (anger or fear), where social emotions are defined as those which require the representation of others' mental states. We measured the relative complexity or “mixedness” of emotional responses, that is, the degree to which participants reported feeling more than one emotion for a given scenario. We found that mixed emotion reporting increased between early- and post-puberty for social emotion scenarios, and showed no relationship with age, whereas there was no change in mixed emotion reporting for basic emotion scenarios across age or puberty groups. This suggests that the awareness of mixed emotions develops during the course of puberty, and that this development is specific to social emotions. Results are discussed in the context of brain development across puberty and adolescence, with speculation regarding the potential implications for education. 相似文献
962.
963.
964.
迈向批判性媒介素养:核心理念、争鸣、组织与政策 总被引:1,自引:0,他引:1
美国媒介素养教育并不发达,尤其是批判性媒介素养教育。批判性媒介素养有五个核心概念:非透明性原则、编码与规约、受众解码、内容与讯息、动机。目前,美国已有部分州在其教育标准中列入了媒介素养教育,教师培训却未能跟上,在媒介文化无处不在的情况下,美国需要实现批判性媒介素养的培养,以让学生认识媒介、利用媒介并超越媒介,使个体在社会中更好地发展。 相似文献
965.
Byrnes LJ Sigafoos J Rickards FW Brown PM 《Journal of deaf studies and deaf education》2002,7(3):244-257
The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing. 相似文献
966.
Linda Thompson 《International Journal of Early Years Education》1997,5(2):139-151
This paper presents a time‐on‐task analysis for a group of six 3‐year‐old children during their first term in a multilingual nursery school. The children are third‐generation British, born to families who are settled migrants. Data were collected using observation schedules specially designed to gather contextual data (Geertz, 1975), to describe the ways in which these young pupils spent their time in the nursery school. The children were observed on two separate occasions, on their first day in the nursery and then again 12 weeks later towards the end of their first term in formal education. Data analysis will be presented in the form of graphs to demonstrate the change in the patterns of time‐on‐task during the period of enculturation into the school environment. Findings differ from previous time‐on‐task analyses for monolingual children of a comparable age in a similar setting (Sylva et al., 1980). 相似文献
967.
Yi‐Hsin Chen Sharon L. Senk Denisse R. Thompson Kevin Voogt 《Journal of Educational Measurement》2019,56(4):733-756
The van Hiele theory and van Hiele Geometry Test have been extensively used in mathematics assessments across countries. The purpose of this study is to use classical test theory (CTT) and cognitive diagnostic modeling (CDM) frameworks to examine psychometric properties of the van Hiele Geometry Test and to compare how various classification criteria assign van Hiele levels to students. The findings support the hierarchical property of the van Hiele theory and levels. Using conventional and combined criteria to determine mastery of a level, the percentages of students classified into an overall level were relatively high. Although some items had aberrant difficulties and low item discrimination, varied selection of the criteria across levels improved item discrimination power, especially for those items with low item discrimination index (IDI) estimates. Based on the findings, we identify items on the van Hiele Geometry Test that might be revised and we suggest changes to classification criteria to increase the number of students who can be assigned an overall level of geometry thinking according to the theory. As a result, practitioners and researchers may be better positioned to use the van Hiele Geometry Test for classroom assessment. 相似文献
968.
969.
ABSTRACT The aim of this paper is to critically review how social semiotics has contributed to the study of reading and to develop an agenda for further research. We consider the theoretical and methodological resources that social semiotics has developed to account for multimodal text in the contemporary semiotic landscape, and explore how they can be used to teach critical reading skills to young people to support their participation in different social domains. We reflect on the possibilities and limitations of different analytical frameworks, highlighting barriers and possibilities for advancing social semiotic scholarship on reading and beyond. We end with a sketch of a new research agenda for social semiotics, in the light of technological change and its implications for reading. 相似文献
970.
In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic
phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were
examined. In Experiment 1, normal progress children with on average 9 months of school reading instruction, either with or
without explicit phonics, read with moderate accuracy (orthographically) familiar words in upper-case letters (e.g., AND)
that are visually dissimilar from their lower-case forms. Lower-case forms were read with greater accuracy but only for familiar
words, there being no letter-case effect for less familiar words. Children with explicit phonics showed less impairment in
reading accuracy when words were presented in upper-case form than children without such phonics. Children with on average
22 months of instruction, in Experiment 2, read relatively unfamiliar words that required some phonological mediation. Those
without explicit phonics instruction read words with digraphs in unfamiliar upper case less accurately than in lower case,
while those with explicit phonics showed no such letter-case difference. The results supported the view that children do not
have full use of ALUs in early alphabetic reading, both children with and without explicit phonics to some extent using letter
identities specific to lower case for representation of familiar words. 相似文献