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131.
132.
Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing 下载免费PDF全文
Johanna Bick Charles H. Zeanah Nathan A. Fox Charles A. Nelson 《Child development》2018,89(2):495-508
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect. 相似文献
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CHARTER SCHOOLING AND SOCIAL JUSTICE 总被引:1,自引:0,他引:1
Kathleen Knight Abowitz 《Educational theory》2001,51(2):151-170
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Kathleen M. Fisher 《科学教学研究杂志》1990,27(10):1001-1018
This article briefly describes the SemNet? software and some of its uses as an educational and research tool, with emphasis on the similarities and differences between concept mapping and semantic networking. A semantic network captures (in part) each concept's position in psychological space, identifying both the other concepts to which it is connected and the nature of the links that bind them. Computer-based semantic networks differ from paper-and-pencil maps in that they are n-dimensional; each concept can be linked to many other concepts; relations are bidirectional; representations can include images, text, and sound; and nets can be very large. Disadvantages of SemNet? networks include (a) the difficulties in obtaining a clear overview and (b) the homogeneous nature of the representations, in which all links look alike. Advantages include the ability to integrate ideas across a large knowledge base, the ease and rapidity of net creation, the ease with which elements (concepts, relations, or propositions) can be found within nets, and the utility of nets as self-study tools. Concept mapping and semantic networking are complementary strategies that can be used effectively in tandem to help students learn, to help teachers teach, and to support cognitive research. 相似文献
137.
Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
138.
Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age 总被引:10,自引:2,他引:10
In this article we report a longitudinal extension of previous findings about the critical role of temperamental inhibitory or effortful control as the contributor to developing conscience in young children. A comprehensive observational battery, highly internally consistent, was developed to measure inhibitory control in 83 children at early school age who had been followed since toddlerhood and had been assessed using similar batteries at toddler and preschool age. We again confirmed the findings of robust longitudinal stability of inhibitory or effortful control, now from toddler to early school age, the increase with age, and gender differences, with girls outperforming boys. We also reaffirmed strong links, both contemporaneous and in the longitudinal sense, between in hibitory control and multiple, diverse measures of children's conscience at early school age, including observations of moral conduct, moral cognition, and moral self. The findings are discussed in view of the increasingly appreciated importance of temperament for critical aspects of socialization. 相似文献
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Ellen Contopidis Kathleen DaBoll-Lavoie Kerry Dunn Deana Darling Kim Wieczorek 《The New Educator》2017,13(3):310-327
ABSTRACTA critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact. 相似文献
140.
For a brief time in the mid‐1970s Desmond Nuttall was Secretary to a Certificate in Secondary Education (CSE) Examining Board. Desmond Nuttall was already well known for his work with the National Foundation for Educational Research and his appointment caused quite a stir both among those who expected him to be a catalyst for change in the public examination system and those who thought his talents would be lost in a sea of bureaucracy. His sojourn at the Middlesex Board was to be brief, too brief to prove right either the expectations or the cynics. Within 2 years of his appointment, the Middlesex Board had been absorbed into the London Regional Examinations Board and Desmond Nuttall entered the world of academia from where he continued to play a very significant role in examination developments. 相似文献