全文获取类型
收费全文 | 2151篇 |
免费 | 63篇 |
专业分类
教育 | 1761篇 |
科学研究 | 31篇 |
各国文化 | 45篇 |
体育 | 101篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 269篇 |
出版年
2023年 | 13篇 |
2022年 | 25篇 |
2021年 | 31篇 |
2020年 | 71篇 |
2019年 | 112篇 |
2018年 | 133篇 |
2017年 | 164篇 |
2016年 | 136篇 |
2015年 | 84篇 |
2014年 | 110篇 |
2013年 | 505篇 |
2012年 | 81篇 |
2011年 | 93篇 |
2010年 | 62篇 |
2009年 | 68篇 |
2008年 | 68篇 |
2007年 | 57篇 |
2006年 | 44篇 |
2005年 | 33篇 |
2004年 | 36篇 |
2003年 | 41篇 |
2002年 | 36篇 |
2001年 | 16篇 |
2000年 | 37篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 16篇 |
1996年 | 18篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有2214条查询结果,搜索用时 0 毫秒
111.
Using objectification theory (Fredrickson & Roberts, 1997), this study tested the interaction between self-objectification, appearance evaluation, and self-esteem in predicting body satisfaction and mood states. Participants (N = 93) were physically active female university students. State self-objectification was manipulated by participants wearing tight revealing exercise attire (experimental condition) or baggy exercise clothes (control condition). Significant interactions emerged predicting depression, anger, fatness, and satisfaction with body shape and size. For participants in the self-objectification condition who had low (as opposed to high) appearance evaluation, low self-esteem was associated with high depression, anger, and fatness and low satisfaction with body shape and size. In contrast, for participants with high self-esteem, these mood and body satisfaction states were more favorable irrespective of their levels of appearance evaluation. For female exercisers, self-esteem-enhancing strategies may protect against some of the negative outcomes of self-objectification. 相似文献
112.
Li Mingyang Donnelly-Hermosillo Dermot Francis Click Jennifer 《Journal of Science Education and Technology》2022,31(1):27-51
Journal of Science Education and Technology - Numerous studies illustrate the value of simulations or project-based learning approaches to enhance the learning of science. Simulations can help... 相似文献
113.
Lee Sunmin Adair Jennifer Keys Payne Katherina A. Barry David 《Early Childhood Education Journal》2022,50(7):1083-1095
Early Childhood Education Journal - Young children’s ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of... 相似文献
114.
Anna H. Hall Michael D. Toland Jennifer Grisham-Brown Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430
The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. 相似文献
115.
Dolores A. Stegelin Denise Anderson Karen Kemper Jennifer Wagner Katharine Evans 《Early Childhood Education Journal》2014,42(2):133-142
The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers. 相似文献
116.
A study was conducted in a large Head Start organization that serves large numbers of Latino children in order to empirically describe the nature and quality of the classroom language learning environment. By observing 147 literacy-based lessons in 6 classrooms and surveying 167 teachers throughout the organization, we investigated the amount of teachers' use of extended discourse during literacy-based lessons, and when and how Spanish and/or English was used as the medium of communication. Research Findings: Only 22% of the 147 literacy-based lessons observed fostered extended discourse; the most commonly implemented lesson was characterized by a routine format of the teacher talking and the children listening. English was regarded as the language of instruction, whereas Spanish was used mostly to regulate behavior and emotions. By fitting multilevel models to the data, we found that teaching practice was relatively stable across the classrooms. Practice or Policy: More emphasis should be placed on professional training focused on supporting classroom language interactions that foster literacy development and on the use of language that best fosters and facilitates such extended discourse. 相似文献
117.
Jennifer Paetsch Katrin M. Wolf Petra Stanat Annkathrin Darsow 《Zeitschrift für Erziehungswissenschaft》2014,17(2):315-347
Children and adolescents of families with immigrant background are less successful in the German education systems than those without immigrant background. These differences can largely be explained by deficits in the language of instruction, indicating a lack of learning opportunities in the second language. The present paper investigates how it is possible to reduce language disparities before children enter school on the one hand and during the course of schooling on the other hand. This is being done by presenting the current state of research on the acquisition of a second language. In particular, recent findings on the influence of the quantity and quality of early childhood education on the language acquisition of children are summarized. Furthermore, findings on the effectiveness of attending all-day schools and of current programs for language instruction are presented. Finally, potential avenues for further development of language instruction as well as for future research are discussed. 相似文献
118.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
119.
120.