全文获取类型
收费全文 | 2142篇 |
免费 | 52篇 |
专业分类
教育 | 1726篇 |
科学研究 | 43篇 |
各国文化 | 35篇 |
体育 | 150篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 229篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 33篇 |
2020年 | 44篇 |
2019年 | 86篇 |
2018年 | 102篇 |
2017年 | 103篇 |
2016年 | 87篇 |
2015年 | 60篇 |
2014年 | 74篇 |
2013年 | 531篇 |
2012年 | 63篇 |
2011年 | 52篇 |
2010年 | 63篇 |
2009年 | 66篇 |
2008年 | 66篇 |
2007年 | 45篇 |
2006年 | 37篇 |
2005年 | 48篇 |
2004年 | 48篇 |
2003年 | 36篇 |
2002年 | 33篇 |
2001年 | 31篇 |
2000年 | 23篇 |
1999年 | 26篇 |
1998年 | 11篇 |
1997年 | 24篇 |
1996年 | 22篇 |
1995年 | 26篇 |
1994年 | 22篇 |
1993年 | 28篇 |
1992年 | 18篇 |
1991年 | 20篇 |
1990年 | 18篇 |
1989年 | 12篇 |
1988年 | 16篇 |
1986年 | 14篇 |
1985年 | 10篇 |
1984年 | 22篇 |
1983年 | 12篇 |
1982年 | 17篇 |
1981年 | 12篇 |
1980年 | 15篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 13篇 |
1975年 | 9篇 |
1974年 | 13篇 |
1973年 | 7篇 |
排序方式: 共有2194条查询结果,搜索用时 15 毫秒
991.
Developmental and individual differences in girls' sex-typed activities in middle childhood and adolescence 总被引:1,自引:0,他引:1
Girls' time in sex-typed leisure activities was studied across 2 years in middle childhood ( n =98, M =8.2 years in Year 1), early adolescence ( n =106, M =11.7 years), and middle adolescence ( n =86, M =14.9 years). In annual home interviews, White middle-class girls, mothers, and fathers rated their gendered attitudes, interests, and personality qualities, and saliva samples were used to assess testosterone; activity data were collected in 7 nightly phone interviews. Girls spent more time in feminine than masculine activities except in early adolescence. Girls' and parents' personalities and interests predicted sex-typed activities at each developmental period, but associations between testosterone and activities emerged only in middle childhood. 相似文献
992.
Rankings of school subject preferences were obtained from 321 male and 327 female pupils aged 11‐12 years, and 245 male and 240 female pupils aged 15‐16 years, from both single sex and co‐educational secondary schools. Overall rank orders showed an effect of school type for younger pupils only, in which evidence for less gender stereotyping of school subjects in single sex schools was found. The rankings of the older pupils, while not affected by school type, did show a clear effect of gender, with higher rankings being given to mathematics, science and physical education by boys and to art by girls. 相似文献
993.
Alexis Stones Jo Pearce Michael J. Reiss Tamjid Mujtaba 《Religious education (Chicago, Ill.)》2020,115(3):349-363
AbstractIn England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims. 相似文献
994.
Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time. 相似文献
995.
Biscaia Ricardo Melo Ana I. Machado Isabel Figueiredo Hugo Rosa Maria João Rocha Paula 《Tertiary Education and Management》2020,26(3):281-294
Tertiary Education and Management - This article presents a set of performance indicators based on the Portuguese case for managing the performance of research and cultural creation activities and... 相似文献
996.
Alison L. Miller Kathleen Kiely Gouley Ronald Seifer Susan Dickstein Ann Shields 《Early education and development》2004,15(2):147-166
Effective regulatory skills are essential in busy preschool classroom environments where children must maintain some control over their emotions and behavior to interact effectively with peers and teachers. Regulatory abilities can play a crucial role in a child's successful adjustment to preschool. We investigated whether individual differences in dysregulation (emotional and behavioral) as observed in the naturalistic classroom context were associated with peer social competence and teacher ratings of classroom adjustment in a sample of low-income preschoolers. Naturalistic observational methods were used to assess dysregulated emotions and behaviors in Head Start classrooms. Findings demonstrate that although displays of observed dysregulation were relatively brief, about one-quarter of children showed high levels of dysregulation, and individual differences in dysregulated behavior predicted teacher-rated classroom adjustment and peer conflict. Research results are discussed with regard to implications for classroom practice and prevention. 相似文献
997.
Puberty Predicts Approach But Not Avoidance on the Iowa Gambling Task in a Multinational Sample
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Grace Icenogle Laurence Steinberg Thomas M. Olino Elizabeth P. Shulman Jason Chein Liane P. Alampay Suha M. Al‐Hassan Hanan M. S. Takash Dario Bacchini Lei Chang Nandita Chaudhary Laura Di Giunta Kenneth A. Dodge Kostas A. Fanti Jennifer E. Lansford Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Liliana M. Uribe Tirado 《Child development》2017,88(5):1598-1614
According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross‐sectional sample of 3,234 adolescents (ages 9–17; M = 12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems. 相似文献
998.
William Peter Robinson Carol Ann Tayler Maria da Luz Correia 《European Journal of Psychology of Education - EJPE》1990,5(3):327-335
Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation. 相似文献
999.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
1000.
Drawing on data from a normative sample of 205 children tracked into adulthood, this study examined the predictive links from 3 salient (friendship, academic, conduct) and 2 emerging (work, romantic) developmental tasks during the transition years around age 20 to adult adaptation 10 years later. Results (a) confirm the utility of salient developmental tasks for predicting adult success, (b) suggest that emerging domains have limited long-term predictive significance, and (c) more generally support a view that developmental tasks follow a course through life of waxing and waning salience and organization that has implications for future adaptation. 相似文献