全文获取类型
收费全文 | 4667篇 |
免费 | 73篇 |
国内免费 | 4篇 |
专业分类
教育 | 3449篇 |
科学研究 | 292篇 |
各国文化 | 104篇 |
体育 | 418篇 |
综合类 | 2篇 |
文化理论 | 41篇 |
信息传播 | 438篇 |
出版年
2022年 | 21篇 |
2021年 | 42篇 |
2020年 | 81篇 |
2019年 | 138篇 |
2018年 | 172篇 |
2017年 | 178篇 |
2016年 | 152篇 |
2015年 | 110篇 |
2014年 | 144篇 |
2013年 | 1087篇 |
2012年 | 138篇 |
2011年 | 119篇 |
2010年 | 107篇 |
2009年 | 135篇 |
2008年 | 144篇 |
2007年 | 131篇 |
2006年 | 123篇 |
2005年 | 113篇 |
2004年 | 109篇 |
2003年 | 98篇 |
2002年 | 84篇 |
2001年 | 63篇 |
2000年 | 79篇 |
1999年 | 72篇 |
1998年 | 58篇 |
1997年 | 50篇 |
1996年 | 68篇 |
1995年 | 56篇 |
1994年 | 60篇 |
1993年 | 36篇 |
1992年 | 61篇 |
1991年 | 41篇 |
1990年 | 54篇 |
1989年 | 45篇 |
1988年 | 34篇 |
1987年 | 32篇 |
1986年 | 31篇 |
1985年 | 29篇 |
1984年 | 25篇 |
1983年 | 22篇 |
1982年 | 28篇 |
1981年 | 31篇 |
1980年 | 29篇 |
1979年 | 20篇 |
1978年 | 22篇 |
1977年 | 16篇 |
1976年 | 22篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 16篇 |
排序方式: 共有4744条查询结果,搜索用时 15 毫秒
101.
Children tend to extend object names on the basis of sameness of shape, rather than size, color, or material-a tendency that has been dubbed the "shape bias." Is the shape bias the result of well-learned associations between words and objects? Or does it exist because of a general belief that shape is a good indicator of object category membership? The present three studies addressed this debate by exploring whether the shape bias is specific to naming. In Study 1, 3-year-olds showed the shape bias both when asked to extend a novel name and when asked to select an object of the same kind as a target object. Study 2 found the same shape bias when children were asked to generalize properties relevant to category membership. Study 3 replicated the findings from Study 1 with 2-year-olds. These findings suggest that the shape bias derives from children's beliefs about object kinds and is not the product of associative learning. 相似文献
102.
Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis and the two groups were examined in order to see if there were differences in the reading strategies they used. No evidence was found counter to the assumption that reading begins with a logographic stage. However, it was found that teaching method was having a significant impact on the reading strategies which the children adopted. In addition it was found that a number of children from the whole school appeared to exhibit letter by letter reading. This suggests that letter by letter dyslexia might in part be an extreme form of a strategy used by normal readers. 相似文献
103.
Putten Jim Vander McLendon Michael K. Peterson Marvin W. 《Research in higher education》1997,38(1):131-149
Evidence of substantial growth in unionization among university noninstructional staff over the past 20 years (Hurd and Woodhead, 1987) and the emergence of a quality movement in higher education linking employee attitudes toward the work environment with increased productivity point to the need for additional research into union and nonunion staff perceptions of the work environment. This paper describes a conceptually oriented, exploratory study of the university work environment as perceived and defined by union and nonunion noninstructional staff. 相似文献
104.
Paul McColl 《Research in Science Education》1993,23(1):183-188
This paper examines an approach to the teaching of a year 12 Physics topic from within an historical setting. The Victorian
Physics course requires teachers to cover each topic within some particular prescribed context, so that the everyday relevance
of physics or its interrelationships with other fields of endeavour can be demonstrated. The Light and Matter topic specifies
only one context: Landmark Developments. Rather than adopting a ‘names, dates and events’ approach which, for many understandable
reasons, most teachers seem to follow, the author has attempted to cover the history in greater detail and more holistically.
Specializations: history of physics, nature of science, construction of knowledge, social responsibility in science. 相似文献
105.
106.
107.
Antonio Gómez Skarmeta Pedro García López Jesús Egea Payá José Meseguer Navarro Tomás Jiménez García 《Academic Questions》1994,8(1):91-92
Books and articles of academic interest 相似文献
108.
109.
On a hot summer morning in 1989 I finished packing my things in my flat in Dublin. Two suitcases were not enough to hold them all so I had to use plastic supermarket bags for the remainder. My friend Tom arrived in his car to take me to the airport. After coffee at the airport we shook hands and said goodbye and it was only then that I noticed my hand was shaking. My voice was also shaking and my breath was coming out in uneven waves. Tom was my good friend from schooldays and in saying goodbye to him I was saying goodbye to so many good memories, saying goodbye to my country. 相似文献
110.
Paul Horton Camilla Forsberg 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):95-110
ABSTRACTBackground Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements. 相似文献