全文获取类型
收费全文 | 478篇 |
免费 | 17篇 |
专业分类
教育 | 374篇 |
科学研究 | 2篇 |
各国文化 | 76篇 |
体育 | 11篇 |
信息传播 | 32篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 15篇 |
2018年 | 16篇 |
2017年 | 20篇 |
2016年 | 17篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 107篇 |
2012年 | 15篇 |
2011年 | 20篇 |
2010年 | 20篇 |
2009年 | 18篇 |
2008年 | 20篇 |
2007年 | 29篇 |
2006年 | 24篇 |
2005年 | 9篇 |
2004年 | 12篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 16篇 |
1999年 | 11篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 1篇 |
1991年 | 8篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有495条查询结果,搜索用时 15 毫秒
491.
This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected. 相似文献
492.
Roberta Michnick Golinkoff Roberta Church Jacquet Kathy Hirsh-Pasek Ratna Nandakumar 《Child development》1996,67(6):3101-3119
To examine whether children (mean age 34 months) can fast map and extend novel action labels to actions for which they do not already have names, the comprehension of familiar and novel verbs was tested using colored drawings of Sesame Street characters performing both familiar and unfamiliar actions. Children were asked to point to the character "verbing," from among sets of 4 drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly significantly above chance, selecting a previously unlabeled action or another token of a just-names action. In a second, control experiment children were asked to select an action from among the same sets of 4 drawings, but they were not given a novel action name. Here children mainly demonstrated performance at levels not significantly different from chance, showing that the results from the main experiment were attributable to the presence of a word in the request. Results of these studies are interpreted as support for the availability of principles to ease verb acquisition. 相似文献
493.
Based on findings from a 6-month study that explored the nature of literate behavior in the pretend play episodes of eight preschoolers, a taxonomy of their pretend play activity is described and analyzed. Relationships between the different kinds of pretend play activity as demonstrated by these youngsters are examined in light of the taxonomy and other research. Implications of certain kinds of pretend play activity for emergent literacy development are also briefly discussed. 相似文献
494.
Kathy Ring 《International Journal of Early Years Education》2006,14(1):63-84
This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:
-
the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;
-
gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.
495.