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61.
Thomas R. Zentall Peter J. Urcuioli Joyce A. Jagielo Pamela Jackson-Smith 《Learning & behavior》1989,17(2):172-178
Coding strategies developed in the acquisition of delayed conditional discriminations can be assessed by independently manipulating sample and comparison memory load. Two stimulus dimensions that can affect memory load were examined: Number of stimuli in the sample and comparison sets (two vs. four) was manipulated between groups in a 2×2 design, and discriminability of sample and comparison stimuli (hues vs. lines) was manipulated between counterbalancing subgroups and within subjects. The results indicated large effects of sample discriminability but not of comparison discriminability, evidence for retrospective coding. There was also a significant effect of number of stimuli in the comparison set (although only with hard-to-discriminate samples) but not of number of stimuli in the sample set, evidence for prospective coding. These findings suggest evidence for retrospective coding with easy-to-discriminate samples, independently of number of stimuli in the comparison set, and evidence for prospective coding with hard-to-discriminate samples. 相似文献
62.
Joyce Povlacs Lunde Daniel W. Wheeler Ted E. Hartung B. J. Wheeler 《Innovative Higher Education》1991,16(2):125-138
A structured faculty professional development program which deliberately seeks to bring about change can yield lasting benefits for both the individual and the institution. Ten individuals who entered a program for the professional renewal of faculty between 1983 and 1987 were interviewed to discover what impact the program had on their professional development and on their contributions to the institution. Their experiences exhibit external and internal changes, with individuals being able to reflect upon their gains, contributions, and future directions. A basic model for support needed to bring about lasting change includes the elements ofpower, vision, structure, andresources.Joyce P. Lunde received her Ph.D. in English from the University of Minnesota. She is an educational development specialist and associate professor of agricultural education at the University of Nebraska, Lincoln. She is currently co-director of New Partnerships in Agriculture and Education (NUPAGE), a curriculum project funded by the W.K. Kellogg Foundation. 相似文献
63.
Joyce S. Pickering 《Annals of dyslexia》1992,42(1):90-109
The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child,
and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method
and designed materials which isolate each concept the teacher presents to the child.
In presenting these materials the teacher observes the concept and skill development level of the child, ascertaining areas
of strength and weakness and matching the next presentation to the child’s level of development. Using small sequential steps,
the teacher works to ameliorate weakness and guide the student to maximize his strengths. These presentations, usually initiated
by the child, enhance cognitive growth using a process which integrates his physical, social, and emotional development.
The curriculum contains four major content areas: Practical Life; Sensorial; Oral and Written Language; and Mathematics. Geography,
History, Science, Art, Music, Literature, and Motor Skills are also included. In all of these the Montessori presentations
build from the simple to the complex, from the concrete to the abstract, and from percept to concept. Vocabulary and language
usage are integral to each presentation.
The procedures introduced through these presentations are designed to enhance attention, increase self-discipline and self-direction,
and to promote order, organization, and the development of a work cycle. At-risk children benefit from the structure, the
procedures, and the curriculum. Applications of this method require more teacher selection of materials and direct teaching,
particularly of language and math symbols and their manipulations.
This early childhood intervention provides an individualized program which allows the at-risk child a successful experience
at the preschool level. The program includes a strong conceptual preparation for later academic learning and it promotes the
development of a healthy self-concept. 相似文献
64.
Joyce Millman 《Children‘s Literature in Education》2005,36(4):381-393
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues
in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance
of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks,
including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion
that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example,
this article supports the view that picturebooks should be considered a fine art form.
Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College
of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy. 相似文献
65.
66.
Data collected for the study indicate that grade level and the supervisory training status of the cooperating teacher affect the quality of the early field experiences. Field experience students likely to have the most active, sequential, systematically evaluated experience were those placed in elementary settings with trained cooperating teachers. The authors discuss planning considerations for teacher educators suggested by this differentiation of quality by grade level and supervisory training. 相似文献
67.
Sixty females and 60 males between 10 and 15 years of age were interviewed about difficulties in current and past close same-sex friendships. Based on prior studies, it was hypothesized that females' closest same-sex friendships would be more fragile than those of males. Analyses comparing only the closest same-sex friendship of the two sexes demonstrated that females' current friendships were of a shorter duration, that females were more distressed than males when imagining the potential termination of their friendships, that more females' than males' friends already had done something to hurt the friendship, and that females had more former friendships that had ended than males had. Possible reasons are discussed for the greater vulnerability of this type of relationship for females. 相似文献
68.
Robert Wells John McCann Joyce Adams Joan Voris Barbara Dahl 《Child abuse & neglect》1997,21(12):1159-1167
Objective: With the rapid rise of sexual abuse allegations, there is a growing need to develop instruments to help clinicians determine the likelihood that sexual abuse has occurred.Method: This study evaluated the discriminant validity of a structured parent interview regarding emotional, behavioral, and physical symptoms by comparing results among three subsamples of age matched boys: 22 sexually abused boys whose perpetrator confessed, 47 boys evaluated in a sexual abuse clinic but without a history of perpetrator confession and 52 nonabused boys selected after rigorous screening.Results: In comparison with the nonabused (NA) boys, the sexually abused boys were significantly more likely to demonstrate sudden emotional and behavioral changes, frequent stomachaches, more knowledge about sex and sexual activities than expected for age, unusual agressiveness toward playmate or toy's private parts, crying easily, difficulty getting to sleep, and a change to poor school performance. The internal reliability of the SASA was determined to be .83 and scoring of an abbreviated 12-item scale demonstrated a sensitivity of 90.9% and a specificity of 88.5%.Conclusions: The findings suggest that Structured Interview of Symptoms Associated with Sexual Abuse (SASA) is an effective tool which may help in the comprehensive assessment of boys who may have been sexually abused. 相似文献
69.
Pigeons learned to respond at one spatial position when a pair of stimuli matched and at a different spatial position when they mismatched. All birds were then transferred to novel stimuli on an orthogonal dimension. For the positive-transfer group, the correct positions for matching and mismatching stimuli remained as they were during training. For the negative-transfer group, the correct positions were reversed. In Experiment 1, the birds were trained with shape stimuli and transferred to hue stimuli. Significant group differences were found, in spite of considerable stimulus-specific learning. In Experiment 2, when the same birds (counterbalanced for Experiment 1 transfer group) were transferred to steady-intermittent stimuli, even larger group differences were found. The data indicate that pigeons have some capacity for representing the concepts “same” and “different” with arbitrary stimuli (i.e., symbols). The data further suggest that distinctions that have been made between matching/oddity transfer tasks and same/different tasks may be procedural rather than conceptual. 相似文献
70.
Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting stresses, and coping strategies they employ to alleviate these stresses. We conducted focus groups, one‐on‐one interviews, and written surveys with 15 biology teachers from the Phoenix area. On the basis of their responses, teachers were clustered into three categories: “Conflicted,” who struggle with their own beliefs and the possible impact of their teaching, “Selective,” who carefully avoid difficult topics and situations, and “Scientists,” who see no place for controversial social issues in their science classroom. Teachers from each group felt that they could be more effective in teaching evolution if they possessed the most up‐to‐date information about evolution and genomics, a safe space in which to reflect on the possible social and personal implications with their peers, and access to richer lesson plans for teaching evolution that include not only science but personal stories regarding how the lessons arose, and what problems and opportunities they created. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 791–809, 2004 相似文献