全文获取类型
收费全文 | 2842篇 |
免费 | 54篇 |
国内免费 | 3篇 |
专业分类
教育 | 2238篇 |
科学研究 | 124篇 |
各国文化 | 31篇 |
体育 | 144篇 |
综合类 | 2篇 |
文化理论 | 15篇 |
信息传播 | 345篇 |
出版年
2023年 | 16篇 |
2022年 | 24篇 |
2021年 | 34篇 |
2020年 | 55篇 |
2019年 | 104篇 |
2018年 | 122篇 |
2017年 | 125篇 |
2016年 | 123篇 |
2015年 | 54篇 |
2014年 | 110篇 |
2013年 | 635篇 |
2012年 | 75篇 |
2011年 | 88篇 |
2010年 | 53篇 |
2009年 | 63篇 |
2008年 | 112篇 |
2007年 | 77篇 |
2006年 | 79篇 |
2005年 | 55篇 |
2004年 | 65篇 |
2003年 | 55篇 |
2002年 | 37篇 |
2001年 | 36篇 |
2000年 | 48篇 |
1999年 | 42篇 |
1998年 | 32篇 |
1997年 | 35篇 |
1996年 | 40篇 |
1995年 | 41篇 |
1994年 | 45篇 |
1993年 | 28篇 |
1992年 | 36篇 |
1991年 | 21篇 |
1990年 | 26篇 |
1989年 | 20篇 |
1988年 | 16篇 |
1987年 | 12篇 |
1986年 | 13篇 |
1985年 | 16篇 |
1984年 | 21篇 |
1983年 | 16篇 |
1982年 | 18篇 |
1981年 | 20篇 |
1980年 | 14篇 |
1978年 | 10篇 |
1976年 | 8篇 |
1975年 | 10篇 |
1970年 | 6篇 |
1927年 | 6篇 |
1923年 | 6篇 |
排序方式: 共有2899条查询结果,搜索用时 15 毫秒
51.
Lora Taylor Gray 《Early Childhood Education Journal》1989,17(2):8-9
If you have theatrical leanings and find it easy to call on your child-self, you may want to join me in make-believe, as a Storylady (or Storyfella). I'll tell you about some typical pretending days at a children's museum. Soon you will know if you are cut out to be a storyteller. It will be a magic moment.Lora Taylor Gray has been Docent/teacher for many years at KIDSPACE Museum (a non-profit organization) in Pasadena, CA. She is a story lady, storyteller, playwrite for libraries, television, museums, schools. 相似文献
52.
Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program 总被引:1,自引:0,他引:1
Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. 相似文献
53.
54.
Acknowledging the affective in higher education 总被引:1,自引:0,他引:1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献
55.
56.
57.
58.
ABSTRACTResearch Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with caregivers was 14 months in the continuity rooms and 5 months in noncontinuity rooms. Toddlers observed in continuity rooms experienced higher levels of interactive involvement with their caregivers and were rated by their caregivers as having fewer problem behaviors compared with the toddlers in noncontinuity rooms. Toddlers in rooms with higher staff–child ratios also experienced more involved caregiving. We did not find evidence that the level of involved caregiving mediated the association between continuity of care and toddlers’ social competence or problem behaviors. Practice or Policy: Continuity of care may be a promising practice for programs that strive to provide high-quality care for infants and toddlers. 相似文献
59.
Feihong Wang Kevin A. Leary Lorraine C. Taylor Melissa E. Derosier 《Psychology in the schools》2016,53(5):488-501
This research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071‐03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post‐doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3‐C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3‐C Institute for their assistance in successfully completing this research project. 相似文献
60.