全文获取类型
收费全文 | 1694篇 |
免费 | 33篇 |
国内免费 | 2篇 |
专业分类
教育 | 1388篇 |
科学研究 | 30篇 |
各国文化 | 15篇 |
体育 | 59篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 231篇 |
出版年
2023年 | 12篇 |
2022年 | 15篇 |
2021年 | 17篇 |
2020年 | 33篇 |
2019年 | 73篇 |
2018年 | 72篇 |
2017年 | 81篇 |
2016年 | 75篇 |
2015年 | 34篇 |
2014年 | 81篇 |
2013年 | 401篇 |
2012年 | 49篇 |
2011年 | 54篇 |
2010年 | 34篇 |
2009年 | 42篇 |
2008年 | 82篇 |
2007年 | 52篇 |
2006年 | 52篇 |
2005年 | 42篇 |
2004年 | 42篇 |
2003年 | 38篇 |
2002年 | 22篇 |
2001年 | 24篇 |
2000年 | 25篇 |
1999年 | 24篇 |
1998年 | 21篇 |
1997年 | 21篇 |
1996年 | 25篇 |
1995年 | 21篇 |
1994年 | 25篇 |
1993年 | 18篇 |
1992年 | 18篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1828年 | 1篇 |
排序方式: 共有1729条查询结果,搜索用时 15 毫秒
221.
222.
The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis
of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start,
High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start
approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that
contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding
may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents
with their early childhood education enrollment decisions. 相似文献
223.
Sue Webb Karen Dunwoodie Jane Wilkinson 《International Journal of Lifelong Education》2019,38(1):103-120
ABSTRACTTransnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change. 相似文献
224.
David A. Koppenhaver Karen A. Erickson Brian G. Skotko 《International Journal of Disability, Development & Education》2001,48(4):395-410
In this study mother-child storybook reading was explored as a context within which to support early symbolic communication of girls with Rett syndrome. Baseline measures of mother-daughter interaction were gathered as mothers read familiar and unfamiliar storybooks with their daughters. Then three experimental interventions were studied in the homes of four girls: (a) resting hand splints, (b) light tech augmentative communication systems such as voice-output devices and symbols, and (c) very basic parent training. Access to devices, symbols, and training increased the frequency of each of the four girls, labeling and symbolic communication during storybook reading. Parent training was particularly useful in increasing the percentage of appropriate switch use by three of the four girls. The study suggests that parents can provide substantial support to early communication development in girls with Rett syndrome, if they are provided with basic information and materials. 相似文献
225.
Karen Manarin 《高等教育研究与发展》2019,38(1):11-23
ABSTRACTWhy read? What is the point of reading in higher education if students can succeed in their classes without reading? Using Wigfield and Eccles’ Expectancy-Value theory of motivation as a framework, I explore why different instructors think their students should be reading and whether students share these motivations. Instructors and students attribute value to reading differently. Instructors value reading for what it allows students to do and become. Students may value reading but still not read depending on competing factors including time available and assessment tasks required. The essay concludes by asking higher educational professionals to consider what, if anything, should be done to encourage the reading of difficult texts in classes. 相似文献
226.
It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out-of-School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children. 相似文献
227.
Karen M. D'Souza Tester F. Ashavaid 《Indian journal of clinical biochemistry : IJCB》2007,22(1):37-44
This study was aimed at isolating, in its pure form, and characterizing the sarcoplasmic reticulum from caprine (Capra hircus) heart. The sarcoplasmic reticulum from thirty caprine heart ventricular homogenates was isolated and purified. It was characterized
on the basis of both, its protein and lipid composition. The protein content was 142±10 mg/g of tissue. Ca2+-ATPase activity equaled 3.75±1.06mmol Pi/mg protein/min while the uptake rate was 24±1.14 nmol/mg protein/min. 205kD, 110kD,
90kD, 84kD, 66kD, 55kD and 29kD molecular weight proteins were seen on an SDS polyacrylamide gel. Triglyceride, Cholesterol
and Phospholipids (phosphatidylethanolamine, phosphatidylinositol, phosphatidylcholine, sphingomyelin and phosphatidylserine)
were present in increasing order of their concentration. Long chain fatty acids predominated over the unsaturated ones. The
ryanodine receptor displayed two binding sites for ryanodine. Characterisation encompassing the above biochemical aspects
of normal caprine cardiac sarcoplasmic reticulum was thus achieved after isolating it in the pure form. 相似文献
228.
Christina E. Van Kraayenoord Jenny Barnett David Roberts Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70
This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers. 相似文献
229.
230.
Learning to Crawl 总被引:3,自引:0,他引:3
The effects of infants' age, body dimensions, and experience on the development of crawling was examined by observing 28 infants longitudinally, from children's first attempts at crawling until they began walking. Although most infants displayed multiple crawling postures en route to walking, development did not adhere to a strict progression of obligatory, discrete stages. In particular, 15 infants crawled on their bellies prior to crawling on hands and knees, but the other 13 infants skipped the belly-crawling period and proceeded directly to crawling on hands and knees. Duration of experience with earlier forms of crawling predicted the speed and efficiency of later, quite different forms of crawling. Most important, infants who had formerly belly crawled were more proficient crawling on hands and knees than infants who had skipped the belly-crawling period. Transfer could not be explained by differences in infants' age or body dimensions alone. Rather, experience using earlier crawling patterns may have exerted beneficial effects on hands-and-knees crawling by shoring up underlying constituents common to all forms of crawling postures. 相似文献